HARVARD UNIVERSITY
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Harvard Graduate School of Education
Course Catalog Preview
Table of Contents
Education.................................................................................................................................................................................2
Subject: Education...............................................................................................................................................................2
Subject: TTL.....................................................................................................................................................................393
Subject: EPA....................................................................................................................................................................395
Subject: ELOE.................................................................................................................................................................396
Subject: LDIT...................................................................................................................................................................398
Subject: HDE...................................................................................................................................................................399
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Education
Subject: Education
Education A011B Section: 1
Collaborative and Participatory Evaluation (180028)
Candice Bocala
2024 Fall (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Community members and stakeholders, or those who are directly involved in delivering or receiving a
program's services, are often left out of the program evaluation process. This course explores how
involving participants in program evaluation can create a learning community focused on evaluation and
improvement. We will learn about common approaches to formative evaluation that require high levels of
stakeholder participation. This is an introductory course into the practice of evaluation, with an emphasis
on formative, collaborative, and developmental approaches. It is meant for students who will be working or
leading in settings where they must collect and use information to build organizational capacity and affect
change. Students will acquire essential program evaluation skills, such as understanding and diagramming
logic models, communicating with key stakeholders, and generating relevant evaluation
questions. Students will practice these skills in an authentic setting by working closely with a real
organization and practitioners to document their program theories and proposed evaluation goals. At the
end of this module, students will produce a complete program evaluation proposal for their partner
organization. Students will also discuss and reflect upon how groups or organizations build capacity to
engage participants in their own evaluation and improvement planning.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Competencies conduct an interview
HGSE: Competencies build partnership
HGSE: Content process improvement
HGSE: Content formative evaluation
HGSE: Pedagogy peer learning
HGSE: Competencies develop a theory of action
HGSE: Competencies think strategically
HGSE: Content program evaluation
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop research questions
HGSE: Pedagogy field-based project
HGSE: Pedagogy project-based learning
HGSE: Pedagogy reflective writing
Education A011B Section: S01
Collaborative and Participatory Evaluation
(180028)
Candice Bocala
2024 Fall (2 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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Community members and stakeholders, or those who are directly involved in delivering or receiving a
program's services, are often left out of the program evaluation process. This course explores how
involving participants in program evaluation can create a learning community focused on evaluation and
improvement. We will learn about common approaches to formative evaluation that require high levels of
stakeholder participation. This is an introductory course into the practice of evaluation, with an emphasis
on formative, collaborative, and developmental approaches. It is meant for students who will be working or
leading in settings where they must collect and use information to build organizational capacity and affect
change. Students will acquire essential program evaluation skills, such as understanding and diagramming
logic models, communicating with key stakeholders, and generating relevant evaluation
questions. Students will practice these skills in an authentic setting by working closely with a real
organization and practitioners to document their program theories and proposed evaluation goals. At the
end of this module, students will produce a complete program evaluation proposal for their partner
organization. Students will also discuss and reflect upon how groups or organizations build capacity to
engage participants in their own evaluation and improvement planning.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Competencies conduct an interview
HGSE: Pedagogy reflective writing
HGSE: Content process improvement
HGSE: Content formative evaluation
HGSE: Pedagogy peer learning
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies build partnership
HGSE: Content program evaluation
HGSE: Competencies practice equity and inclusion
HGSE: Competencies think strategically
HGSE: Pedagogy field-based project
HGSE: Pedagogy project-based learning
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop a theory of action
Education A011D Section: 1
Real Talk: The Art and Practice of BRAVE Communication (203880)
Timothy McCarthy
2024 Fall (2 Credits)
Schedule:
M 0730 PM - 0845 PM
Instructor Permissions:
None
Enrollment Cap:
80
*Lottery-Based Enrollment* The rising generation must figure out how to lead and communicate with
integrity and courage in an increasingly diverse, divided, and disrupted world. This course will help
strengthen your capacity to do so--in whatever setting or sector you choose. Approximately one-third of
our time together will be devoted to lessons and group discussions on various aspects of communication.
The other two-thirds will consist of smaller sections and cohorts where you will practice and receive
feedback on your communication skills. This course is designed for people who want to become more
honest, authentic, and brave.
Class Notes:
In addition to Monday Lessons (7:30-8:45pm), students will also be
required to attend a weekly 75-minute Section beginning the Week of
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September 9. We will administer a short survey during our first class
meeting on September 3, where students will rank their Section
preferences according to the following schedule:
• SECTION A: Tuesdays @ 10:30-11:45am
null SECTION B: Tuesdays @ 1:30-2:45pm
null SECTION C: Tuesdays @ 3-4:15pm
null SECTION D: Tuesdays @ 4:30-5:45pm
null SECTION E: Tuesdays @ 6-7:15pm
null SECTION F: Tuesdays @ 7:30-8:45pm
null SECTION G: Wednesdays @ 10:30-11:45am
null SECTION H: Wednesdays @ 12noon-1:15pm
Last day of sections will be on Wednesday 10/16.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Limited Enrollment HGSE IN PERSON COURSES
Education A011H Section: 01
Essentials of Coaching for Leaders and Educators
(214590)
Allison Pingree
2025 Spring (2 Credits)
Schedule:
F 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
33
*Lottery-based Enrollment* Why is getting better at our work often so difficult? The use of coaching to
improve professional performance has grown dramatically in recent years, and is an increasingly important
skill for leaders to have. Indeed, most HGSE graduates' careers will involve coaching others to one degree
or another. What tools do effective coaches use to build others' self-awareness, focus, confidence and
competence? What are the particular challenges and opportunities in coaching individuals (rather than
groups or teams)? How does coaching compare to teaching, mentoring, counseling? Through class
discussion, readings, case studies and intensive applied practice, this module offers an understanding of
the essentials of coaching, and builds skills useful across contexts.
Class Notes: Only enrolled students are eligible to attend the second class and
beyond. Three seats will be held during the initial lottery for cross-
registration students. Non-HGSE students interested in cross-
registering into lottery courses should email [email protected].
edu to request to be placed into the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies engage in difficult conversations
HGSE: Content career development
HGSE: Content leadership
HGSE: Pedagogy simulation/role play
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HGSE: Pedagogy peer learning
HGSE: Content emotional development
HGSE: Content decision-making
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content social development
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Content partnerships
HGSE: Competencies build partnership
Course Search Attributes Display Only in Course Search
HGSE: Content relationships
HGSE: Content motivation
HGSE: Content adult development
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Competencies develop a theory of action
HGSE: Competencies conduct an interview
HGSE: Content coaching
HGSE: Content metacognition
HGSE: Content values
HGSE: Pedagogy guest speaker(s)
HGSE: Content identity
Education A011S Section: 01
Getting to Pilot-Ready (in Six Weeks)
(216774)
Susan McCabe
2025 Spring (2 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
In this 6-week module, students will be introduced to a streamlined approach to organizing successful Pilot
Programs that can spearhead innovation, an approach heavily influenced by principles and theories
espoused in Lean Startup, Design Thinking, Backward Design, and the Diffusion of Innovation. The
processes supporting validation, iteration, and speed-to-market are essential to be able to gather
meaningful data, fine-tune product design, optimize go-to-market strategies, attract early
adopters/influencers, and work towards sustainable, scalable change. This course gives students a
playbook for planning a successful Pilot Program in formal and informal learning environments.
The Pilot approach that we will be using can be applied to ed-tech, digital tools, or media-based products,
as well as new services, curricula, or programs. Students will have an opportunity to analyze mini case
studies, role-play pilot scenarios, experiment with AI tools, test data collection methods, strategize pilot
customer support, and preview/discuss plans with peer teams. We will cover the advantages, challenges,
and potential risks related to piloting on location and online. Finally, we will review communication
strategies that help set expectations with pilot participants, facilitate monitoring of pilot experiences,
capture stories/testimonials, collect data/insights on product impact, convert a pilot to a sale, and
ultimately ensure satisfactory results for all involved. At the conclusion of this course, students will be
ready to launch a well-orchestrated Pilot Program.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content action research
HGSE: Content program evaluation
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HGSE: Pedagogy project-based learning
HGSE: Pedagogy design thinking
HGSE: Pedagogy readings
HGSE: Content strategic planning
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content innovation
HGSE: Content entrepreneurship
HGSE: Pedagogy experiential learning
Blue Course Evaluations ALL
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy peer learning
HGSE: Pedagogy case-method learning
HGSE: Competencies think strategically
HGSE: Content values
HGSE: Content budgeting
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content diversity equity inclusion
HGSE: Content fundraising
Education A012 Section: 01
Innovating Successfully In Education: From Pre-K to Lifelong Learning
(220735)
Michael Horn
2024 Fall (4 Credits)
Schedule:
T 1200 PM - 0245 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Today's education "system" is outdated and often fails large numbers of students. Increasing numbers of
educators, entrepreneurs, policymakers, and funders are consequently seeking to introduce new curricula
and pedagogies, transform schools and learning models, and improve educational outcomes. Although
innovation has become a hot topic in education circles, innovating to improve the education system has
been fraught. In this course, students will learn a range of proven theories to help make innovations in
education far more predictable and successful. These theories will include disruptive innovation, Jobs to
Be Done, interdependence and modularity, discovery-driven planning, tools of cooperation, and more. Each
week, students will teach these theories to each other in a guided discussion and then apply the theories to
a range of educational case studies and current educational events in the K–12, higher education, and
lifelong learning realms. Learning activities will include case study discussions, active learning in which
students teach each other, limited lecture, and opportunities to interact with special guest experts. In
addition to students' class participation, students will complete one substantial group paper in which they
analyze an educational topic of their choosing—from a project or idea they are working on outside of class
to an education intervention that has occurred elsewhere—through the theories. There will also be a short
midterm group paper in which students analyze an education innovation through one theory. Students will
leave the course having learned how to use and adapt these tried-and-true theories to the context of
education.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HARVARD UNIVERSITY
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Education A012 Section: S01
Innovating Successfully In Education: From Pre-K to Lifelong Learning (220735)
Michael Horn
2024 Fall (4 Credits)
Schedule:
T 0900 AM - 0925 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Today's education "system" is outdated and often fails large numbers of students. Increasing numbers of
educators, entrepreneurs, policymakers, and funders are consequently seeking to introduce new curricula
and pedagogies, transform schools and learning models, and improve educational outcomes. Although
innovation has become a hot topic in education circles, innovating to improve the education system has
been fraught. In this course, students will learn a range of proven theories to help make innovations in
education far more predictable and successful. These theories will include disruptive innovation, Jobs to
Be Done, interdependence and modularity, discovery-driven planning, tools of cooperation, and more. Each
week, students will teach these theories to each other in a guided discussion and then apply the theories to
a range of educational case studies and current educational events in the K–12, higher education, and
lifelong learning realms. Learning activities will include case study discussions, active learning in which
students teach each other, limited lecture, and opportunities to interact with special guest experts. In
addition to students' class participation, students will complete one substantial group paper in which they
analyze an educational topic of their choosing—from a project or idea they are working on outside of class
to an education intervention that has occurred elsewhere—through the theories. There will also be a short
midterm group paper in which students analyze an education innovation through one theory. Students will
leave the course having learned how to use and adapt these tried-and-true theories to the context of
education.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education A027 Section: 01
Strategic Finance for Nonprofit Leaders (180043)
James Honan
2024 Fall (4 Credits)
Schedule:
MW 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course provides a general introduction to and overview of the financial management practices and
problems of nonprofit organizations. Specific topics will include financial accounting, budgeting/
resource allocation, cost containment and retrenchment, and strategy development/strategic
planning. Course activities will include lectures, discussions, case analyses, exercises, and outside
readings. Grades will be based on written case analyses, class participation, and a final examination.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies prepare budgets
HGSE: Content scaling
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Content strategic planning
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HGSE: Content nonprofits
HGSE: Content leadership
HGSE: Pedagogy case-method learning
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies read financial statements
HGSE: Competencies think strategically
HGSE: Content financial management
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content organizations
Education A027 Section: 01
Strategic Finance for Nonprofit Leaders
(180043)
James Honan
2025 Spring (4 Credits)
Schedule:
MW 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course provides a general introduction to and overview of the financial management practices and
problems of nonprofit organizations. Specific topics will include financial accounting, budgeting/
resource allocation, cost containment and retrenchment, and strategy development/strategic
planning. Course activities will include lectures, discussions, case analyses, exercises, and outside
readings. Grades will be based on written case analyses, class participation, and a final examination.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies read financial statements
HGSE: Pedagogy case-method learning
HGSE: Content leadership
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies think strategically
HGSE: Content nonprofits
HGSE: Content scaling
HGSE: Content strategic planning
HGSE: Content financial management
Course Search Attributes Display Only in Course Search
HGSE: Competencies prepare budgets
HGSE: Content organizations
HGSE: Pedagogy guest speaker(s)
HGSE Cross-Listed Course HGSE Cross-Listed Course
Education A027
Section: S01
Strategic Finance for Nonprofit Leaders (180043)
James Honan
2024 Fall (4 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course provides a general introduction to and overview of the financial management practices and
problems of nonprofit organizations. Specific topics will include financial accounting, budgeting/
resource allocation, cost containment and retrenchment, and strategy development/strategic
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planning. Course activities will include lectures, discussions, case analyses, exercises, and outside
readings. Grades will be based on written case analyses, class participation, and a final examination.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies read financial statements
HGSE: Competencies think strategically
HGSE: Content leadership
HGSE: Pedagogy guest speaker(s)
HGSE: Content financial management
HGSE: Content organizations
HGSE: Competencies prepare budgets
HGSE: Pedagogy case-method learning
HGSE: Content nonprofits
HGSE: Content scaling
HGSE: Content strategic planning
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education A029 Section: 1
Education Finance and Budgeting
(180045)
Members of the Faculty
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course introduces students to public education financing and budgeting systems in the United States.
The course begins from the premise that how money is spent and how much money is spent are reflection
of one's actual, as opposed to theoretical, policy priorities. Specific topics covered will include revenue
generation options, equity and adequacy frameworks for evaluating school finance systems, school and
district budget processes and the politics of budgeting, cost drivers, activity-based costing and cost-
benefit analysis, and performance management. This is a hands-on course; students will be expected to
access and analyze publicly available data sets using Microsoft Excel and to create compelling
presentations aimed at policymakers from the results. At the end of the course, students should have an
understanding of the American school finance framework, be able to analyze school and district budgets
with a critical eye, and be able to think fluently about the financial implications of policies or proposals.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Competencies analyze quantitative data
HGSE: Content policy
HGSE: Competencies prepare budgets
HGSE: Pedagogy problem sets
HGSE: Competencies write a policy memo
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy peer learning
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy lecture
HGSE: Competencies read financial statements
HGSE: Content financial management
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HGSE: Content budgeting
Education A096 Section: 1
Educational Product Practicum (224732)
David Dockterman
2025 Spring (2 Credits)
Schedule:
MTWRF 0900 AM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
12
In this intensive one-week module, students will serve as design consultants to a business or nonprofit "client," gaining
hands-on experience developing a design proposal for a new product, delivery platform, or feature for an existing
program. The client—an educational content provider or publisher—will provide background information on the
market, educational goals, and operational aspects of an authentic design challenge, including potentially proprietary
information. Under the guidance of the instructor, who has over 40 years of experience developing educational
products, students will work in small teams to produce research-based product proposals. The pace of the course will
mirror that of the design cycle in the field, spanning a typical work week. Daily deliverables with periodic feedback
from the client will support rapid iteration on problem definition, underlying research, design constraints, evidence of
impact, and targeted "minimum viable products" (MVPs). At the end of the course, students will submit to the client a
summary of research on the learning need and promising interventions; construct definitions and maps; analysis of
implementation constraints and affordances; a feature-by-feature proposal with supporting research and suggestions
for collecting evidence of change; an annotated bibliography and list of potential expert advisors; and/or select MVPs.
The client will credit students for any design ideas used in a future product, and students will be free to include their
proposals (minus any proprietary information) in their professional portfolios.
Permission of the instructor is required. Course enrollment is limited to 12 students. Apply using this A096
permission-to-enroll form: https://forms.gle/jyR7GuCWM7NEajrZ7
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies manage a consulting project
HGSE: Content cognitive development
HGSE: Content classroom instruction
HGSE: Pedagogy peer learning
HGSE: Pedagogy design thinking
Course Search Attributes Display Only in Course Search
HGSE: Competencies analyze qualitative data
HGSE: Competencies collect qualitative data
HGSE: Competencies assess cognitive challenges
HGSE: Content innovation
HGSE: Pedagogy field-based project
HGSE: Competencies make a presentation
HGSE: Competencies design a lesson
HGSE: Competencies design an intervention
HGSE: Competencies diagnose complex problems
HGSE: Content learning theory
HGSE: Content curriculum development
HGSE: Content learning and teaching
HGSE: Competencies conduct an interview
HGSE: Competencies write a literature review
HGSE: Content student achievement
HGSE: Content motivation
HGSE: Content universal design for learning
HGSE: Pedagogy curriculum-design project
HGSE: Competencies develop a theory of action
HGSE: Content instructional design
HGSE: Competencies collaborate
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HGSE: Content scaling
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Not Available for Cross Registration
Education A097 Section: 1
Educational Product Practicum (224731)
David Dockterman
2025 Spring (2 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
12
In this intensive 6-week module, students will serve as design consultants to a business or nonprofit
"client," gaining hands-on experience developing a design proposal for a new product, delivery platform, or
feature for an existing program. The client—an educational content provider or publisher—will provide
background information on the market, educational goals, and operational aspects of an authentic design
challenge, including potentially proprietary information. Under the guidance of the instructor, who has over
40 years of experience developing educational products, students will work in small teams to produce
research-based product proposals. Completing robust weekly deliverables, with periodic feedback from the
client, will be critical to meet the timing demands of a real world need. Expect rapid iteration on problem
definition, underlying research, design constraints, evidence of impact, and targeted "minimum viable
products" (MVPs). At the end of the course, students will submit to the client a summary of research on the
learning need and promising interventions; construct definitions and maps; analysis of implementation
constraints and affordances; a feature-by-feature proposal with supporting research and suggestions for
collecting evidence of change; an annotated bibliography and list of potential expert advisors; and/or select
MVPs. The client will credit students for any design ideas used in a future product, and students will be free
to include their proposals (minus any proprietary information) in their professional portfolios.
Permission of the instructor is required. Course enrollment is limited to 12 students. Apply using this A097
permission-to-enroll form: https://forms.gle/XL2ihJ9CkUZePmSDA
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Content student achievement
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content curriculum development
HGSE: Content instructional design
HGSE: Content classroom instruction
HGSE: Pedagogy peer learning
HGSE: Pedagogy field-based project
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Competencies assess cognitive challenges
HGSE: Content motivation
HGSE: Content scaling
HGSE: Content innovation
HGSE: Pedagogy curriculum-design project
HGSE: Competencies collect qualitative data
HGSE: Content learning and teaching
HGSE: Competencies conduct an interview
HGSE: Pedagogy design thinking
HGSE: Competencies manage a consulting project
HGSE: Content learning theory
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HGSE: Content cognitive development
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies develop a theory of action
HGSE: Competencies design a lesson
HGSE: Competencies design an intervention
HGSE: Competencies analyze qualitative data
HGSE: Competencies write a literature review
HGSE: Content universal design for learning
HGSE: Pedagogy project-based learning
Education A098 Section: 1
Data Visualization for Effective Communication
(224908)
Diana Feng
2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0545 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
There's much more to visualization than meets the eye—effective visualization relies on visual cognition
theories, an understanding of the audience, and creativity and flexibility that standard software packages
rarely offer. In this module, students will acquire the knowledge and skills necessary to create impactful
data visualizations that convey insights, deliver messages, and influence key stakeholders.
The course combines lectures on essential visualization principles with hands-on practice in labs, where
students will develop proficiency in using Tableau. Special focus will be placed on creating accessible
visualizations for student-identified target audiences. Through two course projects, students will showcase
their newly acquired abilities by designing compelling visualizations suitable for inclusion in their
professional portfolios. Recognizing that data-related projects are often collaborative, the course
emphasizes the development of collaboration and communication skills through an individual project with
a written report and a group project culminating in a semi-public final presentation. By integrating theory,
practical application, and a focus on communication, this course provides a comprehensive approach to
data visualization, equipping students with the skills and confidence needed to create influential
visualizations and drive data-informed decision-making in their future careers.
While foundational statistical knowledge at the level of mean, median, and variance is required, advanced
statistical expertise is not necessary for success in the class. The module is suitable for data visualization
designers and decision-makers in the educational space and beyond. Students with unique and/or non-
academic backgrounds in understanding and working with data are welcome and encouraged to speak with
the instructor to determine if the class is a good fit for them.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies use quantitative-research software
HGSE: Competencies create data visualizations
HGSE: Competencies think strategically
HGSE: Content data analysis
HGSE: Content diversity equity inclusion
HGSE: Competencies practice equity and inclusion
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Competencies analyze quantitative data
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Content descriptive statistics
HGSE: Pedagogy lecture
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HGSE: Pedagogy lab sessions
HGSE: Pedagogy design thinking
HGSE: Competencies understand data
HGSE: Content technology
HGSE: Pedagogy reflective writing
Education A101 Section: 01
Native Americans in the 21st Century: Nation-Building I (180055)
Joseph Kalt
Angela Riley
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This course examines the challenges that contemporary Native American tribes and nations face as they
endeavor to rebuild their communities, strengthen their cultures, and support their citizens. The range of
issues that Native leaders and policymakers confront is wide and encompass political sovereignty,
economic development, constitutional reform, cultural promotion, land and water rights, religious freedom,
health and social welfare, and education. Because the challenges are broad and comprehensive, the course
emphasizes the interdisciplnary nature of current Native nation buidling. Research finds that effective
nation building must be compatible with individual societies' cultures. Yet, American Indian tribes are
culturally heterogeneous. Hence, there is not "one size" that fits all. Case studies and simulations derived
from field research and experience are utilized to engage students in the multidimensional settings that
confront Native societies. Scholars and leaders from the Harvard University Native America Program
provide selected presentations. Prominent North American Native leaders address the class, giving their
perspectives on the choices and constraints they confront in their nation building efforts. Grades will be
based on: issues briefs, 20%; and a take-home final exam, 80%.
Non-HGSE students from all schools and departments in the university are welcome. Harvard College
students are not able to cross-register per FAS policy. Jointly offered at the Harvard Kennedy School (HKS)
as DEV-501M.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy socratic discussion
Course Search Attributes Display Only in Course Search
HGSE: Competencies analyze arguments
HGSE: Pedagogy case-method learning
HGSE: Content social justice
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content culture
HGSE: Content policy
HGSE: Content race/ethnicity
HGSE: Competencies analyze qualitative data
HGSE: Pedagogy simulation/role play
HGSE: Content economic development
Education A102 Section: 01
Native Americans in the 21st Century: Nation-Building II (180056)
Eric Henson
2025 Spring (4 Credits)
Schedule:
T 0430 PM - 0630 PM
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Instructor Permissions:
Instructor
Enrollment Cap:
16
This community based research course focuses on some of the major issues Native American Indian tribes and nations
face in the 21st century. It provides in-depth, hands-on exposure to native development issues, including: sovereignty,
economic development, constitutional reform, leadership, health and social welfare, tribal finances, land and water
rights, culture and language, religious freedom, and education. In particular, the course emphasizes problem definition,
client relationships, and designing and completing a research project for a tribe, tribal department, or other entities
active in Indigenous affairs. The course is devoted primarily to preparation and presentation of a comprehensive
research paper based on work with a tribal community. In addition to hearing presentations on topics related to Native
issues (from a range of guest speakers), students will make presentations on their work in progress and ultimate
findings. Please send a few sentences describing your interest in the class as your "petition" to join.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
Blue Course Evaluations ALL
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Content ethnic studies
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy field-based project
All: Cross Reg Availability Available for Harvard Cross Registration
Education A111C Section: 01
Politics and Education Change: Case Studies
(180068)
Christopher Gabrieli
2025 Spring (2 Credits)
Schedule:
F 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
What does it take to achieve policy change in public education? In this module, we will study how and why
education policy shifts (or doesn't) by looking at examples at the federal and state levels. We will explore
and test a classic political science framework (John Kingdon's) for how policy agendas are set. Each week,
we will focus on a specific policy change effort ranging from recent classic examples (Race to the Top
under Obama/Duncan) to currently unfolding policy issues such as "free college" and whatever is emerging
from this year's elections. We will look at how individuals and institutions work to drive change and analyze
their effectiveness. We will consider how to update Kingdon for today's world with explicit deep dives on
how social media changes policy agenda setting and how the recent surge in demands for action against
structural racism change the landscape. Finally we will look at what might come next on the education
policy agenda. We will draw on the instructor's own experience in seeking policy change and hear from
weekly guests who are current leading advocates, participants, and critics to study the process and
practice of policy change in American education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy lecture
HGSE: Competencies analyze arguments
HGSE: Competencies write a research/analytic paper
HGSE: Competencies think strategically
HGSE: Content policy
HGSE: Content school reform
Course Search Attributes Display Only in Course Search
HGSE: Content advocacy
HGSE: Pedagogy guest speaker(s)
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HGSE: Content politics
All: Cross Reg Availability Available for Harvard Cross Registration
Education A122 Section: 01
The Why, What, and How of School, Family, and Community Partnerships
(180090)
Karen Mapp
2025 Spring (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
60
This course examines the role of school, family, and community partnerships as a component of U.S.
whole-school educational reform. The courses explores the following questions: Why is partnership now
considered an important element of whole-school reform? What is the definition of partnership? How are
effective partnerships among school staff, parents, and community members developed and sustained?
As a learning community, we will interrogate our own beliefs about the role of families and community
members in school reform, analyze the research on the impact of home-school and community-school
partnerships on student learning, and explore the various theoretical frameworks about these partnerships.
We will also investigate "promising practice" strategies being implemented by schools and districts to
cultivate and sustain school, family, and community connections that support children's learning. Through
case studies, lectures, readings, guest panel presentations, and class discussions we will probe the
benefits and challenges of these partnerships. Students engage in a semester-long group project that pairs
them with a site working on a family and community engagement challenge.
The course consists per week of a two-hour class session and a one-hour section.
Permission of the instructor is required for enrollment. The course is limited to 60 students. Sorry, but no
auditors are allowed
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a literature review
Course Search Attributes Display Only in Course Search
HGSE: Content families
HGSE: Pedagogy team-based learning
HGSE: Content community
HGSE: Pedagogy socratic discussion
HGSE: Competencies make a presentation
HGSE: Competencies E&O Electives
HGSE: Pedagogy case-method learning
HGSE: Pedagogy reflective writing
HGSE: Content learning and teaching
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Competencies develop a business proposal or plan
HGSE: Content social justice
HGSE: Pedagogy field-based project
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies write a research/analytic paper
HGSE: Competencies engage in difficult conversations
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Content policy
Blue Course Evaluations ALL
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Education A130 Section: 1
Building Nimble and Democratic Minds: A model for fostering agency and strengthening democracy (218775)
Daniel Rothstein
Luz Santana
2025 Spring (4 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Democracy is under attack. What can we do? How can we counter the authoritarian mindset and strengthen
democracy? Educators, policymakers, organizers, activists, researchers and organizational leaders need to create new
ways for more people to grapple with complexity, think independently, resist disinformation and have a say in decisions
that affect them.
In this course, you can begin that work by learning to use a strengths-based strategy that is both educative and action-
oriented for building nimble and democratic minds. The strategy includes a community-based practice as well as a
grounded theory that is informed by decades of work in rural and urban communities in the U.S. and many countries
around the world, across a wide range of fields including education, legal advocacy, health care, planning, civic action,
youth empowerment and voter engagement. You will learn about a model of participatory, inquiry-based leadership
connected to a tradition of democratic education working with people far from power. You will also be introduced to
Microdemocracy, a vision of how to expand participation in decision-making developed through decades-long work
with direct service providers.
The key learning in the course will not come from lengthy readings but rather through the weekly, collaborative,
experiential learning sessions which will allow you to develop new expertise for promoting agency and empowerment.
You will be able to assess the strengths as well as the weaknesses of various social change, inquiry-based learning,
community organizing, civic education, organizational leadership and democratic action models, including the very
model presented by the instructional team.
For your final project, you will apply what you have learned as you create a full plan (but not to be implemented during
the course) for a program that will foster people's ability to think independently and take more effective action in the
specific context you choose. You will develop it through a carefully scaffolded process that will include feedback from
instructors and classmates (who have come from all program areas at HGSE, many countries, and various schools and
programs across the university) and will allow you to iterate and test out bold, new ideas.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Content social justice
HGSE: Pedagogy peer learning
HGSE: Competencies democracy
HGSE: Content learning and teaching
HGSE: Pedagogy reflective writing
HGSE: Content learning theory
HGSE: Content instructional design
HGSE: Pedagogy design thinking
HGSE: Competencies develop a theory of action
HGSE: Competencies think strategically
HGSE: Content informal learning
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy project-based learning
HGSE: Pedagogy experiential learning
HGSE: Competencies design an intervention
HGSE: Competencies facilitate group process
HGSE: Pedagogy small-group discussion
HGSE: Competencies improve teaching practice
HGSE: Content nonprofits
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HGSE: Content civil rights
HGSE: Content diversity equity inclusion
HGSE: Content global/international context
HGSE: Content innovation
HGSE: Content adult development
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Competencies engage families
HGSE: Competencies leadership
HGSE: Competencies authoritarianism
HGSE: Competencies mindset
HGSE: Content advocacy
HGSE: Content leadership
Course Search Attributes Display Only in Course Search
HGSE: Content civic engagement
HGSE: Content cognitive development
HGSE: Pedagogy team-based learning
HGSE: Pedagogy socratic discussion
Education A130M Section: 01
Groups and Culture: Promoting Social Change for Children and Families
(219749)
Roberta Wegner
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
Social change that benefits children and families depends upon nurturing group dynamics and healthy
relationships. This course is designed to help students understand the dynamic nature of groups and
culture, the key skills that generate cohesion and cooperation, and practices that help individuals come
together as a group and function as a single entity to foster change for the good of children and families.
Understanding factors in a healthy culture, group dynamics, common roles, group facilitation skills, and
how to foster positive group relationships will be our focus. Drawing on examples of successful
organizations, movements, and small-group experiences, students will learn approaches to supporting
positive group functioning with the goal of improving the lives of the children and families we serve.
Students will practice regular small-group facilitation. The class is taught by a practicing clinical
psychologist with an expertise in groups, and the semester is viewed through the lens of application.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education A132 Section: 1
Educational Innovation and Social Entrepreneurship in Comparative Perspective
(180100)
Fernando Reimers
2025 Spring (4 Credits)
Schedule:
F 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This project-based course supports students in designing a sustainable educational enterprise. Over the
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course of the semester, participants develop a viable education venture to improve educational
opportunity. The course involves a series of activities and experiential workshops that walk students
through the building blocks of creating an educational enterprise. Readings, discussions, conversations
with guest speakers, and related activities examine the contributions of social entrepreneurs to expanding
educational opportunity around the world. Students engage in weekly conversations with exemplary
education entrepreneurs working domestically or internationally. Weekly discussion sections include
workshops to build targeted skill sets. Students present their final work at an exhibition where they receive
feedback from peers and from other entrepreneurs.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Content leadership
HGSE: Competencies develop a theory of action
HGSE: Content budgeting
HGSE: Pedagogy project-based learning
HGSE: Competencies think strategically
HGSE: Competencies develop a business proposal or plan
HGSE: Content organizations
HGSE: Content strategic planning
HGSE: Content process improvement
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a research/analytic paper
HGSE: Content causal reasoning
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Content governance
HGSE: Content entrepreneurship
HGSE: Pedagogy readings
HGSE: Competencies conduct an interview
Education A143 Section: 01
Public Narrative (216517)
Marshall Ganz
2024 Fall (4 Credits)
Schedule:
TR 0130 PM - 0245 PM
Instructor Permissions:
Instructor
Enrollment Cap:
28
Questions of what am I called to do, what is my community called to do, and what we are called to do now
are at least as old as the three questions posed by the first century Jerusalem sage, Rabbi Hillel:
If I am not for myself, who will be for me?
If I am for myself alone, what am I?
If not now, when?
This course offers students an opportunity to develop their own leadership practice by asking themselves
these questions at a time in their lives when it really matters and, at the same time, learning how to ask
them of others.
Public narrative is the leadership practice of translating values into action. To lead is to accept
responsibility for enabling others to achieve shared purpose in the face of uncertainty. Because narrative
engages the "head" and the "heart," it can both instruct and inspire, teaching us not only why we should
act but also moving us to act. Storytelling is a discursive process with which individuals, communities,
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cultures, movements and nations can articulate values they share, construct shared identities rooted in
those values, and enable mindful response to disruptive challenges to those values by accessing hope
over fear; empathy over alienation; and self-worth over self-doubt. In short, we can use public narrative to
assert the value of our own humanity, articulate the value of our shared humanity, and motivate action
respectful of that humanity. We also give particular attention to enabling ourselves and others to deal with
the challenges of loss, difference, domination and change.
All students interested in enrolling in MLD355: Public Narrative should submit a Student Commitment Form
through the my.harvard portal. The form will be posted on Tuesday, June 25th.
Contact [email protected] with any questions.
Class Notes: The application for the course linked here is due by September 4th.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content mindfulness
HGSE: Content advocacy
HGSE: Pedagogy lecture
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Competencies analyze arguments
HGSE: Content motivation
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Content relationships
HGSE: Content classroom instruction
HGSE: Competencies make a speech
HGSE: Competencies deliver a lesson
HGSE: Competencies engage in difficult conversations
HGSE: Competencies engage families
HGSE: Content leadership
All: Cross Reg Availability Not Available for Cross Registration
Education A143 Section: S01
Public Narrative
(216517)
Marshall Ganz
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Questions of what am I called to do, what is my community called to do, and what we are called to do now
are at least as old as the three questions posed by the first century Jerusalem sage, Rabbi Hillel:
If I am not for myself, who will be for me?
If I am for myself alone, what am I?
If not now, when?
This course offers students an opportunity to develop their own leadership practice by asking themselves
these questions at a time in their lives when it really matters and, at the same time, learning how to ask
them of others.
Public narrative is the leadership practice of translating values into action. To lead is to accept
responsibility for enabling others to achieve shared purpose in the face of uncertainty. Because narrative
engages the "head" and the "heart," it can both instruct and inspire, teaching us not only why we should
act but also moving us to act. Storytelling is a discursive process with which individuals, communities,
cultures, movements and nations can articulate values they share, construct shared identities rooted in
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those values, and enable mindful response to disruptive challenges to those values by accessing hope
over fear; empathy over alienation; and self-worth over self-doubt. In short, we can use public narrative to
assert the value of our own humanity, articulate the value of our shared humanity, and motivate action
respectful of that humanity. We also give particular attention to enabling ourselves and others to deal with
the challenges of loss, difference, domination and change.
All students interested in enrolling in MLD355: Public Narrative should submit a Student Commitment Form
through the my.harvard portal. The form will be posted on Tuesday, June 25th.
Contact [email protected] with any questions.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content motivation
HGSE: Pedagogy lecture
HGSE: Competencies analyze arguments
HGSE: Content leadership
HGSE: Competencies engage in difficult conversations
HGSE: Content classroom instruction
Course Search Attributes Display Only in Course Search
HGSE: Competencies deliver a lesson
HGSE: Competencies engage families
HGSE: Content advocacy
HGSE: Content mindfulness
HGSE: Competencies make a speech
HGSE: Content relationships
All: Cross Reg Availability Available for Harvard Cross Registration
Education A147 Section: 1
Education and Resistance in Community-based Youth Organizations
(218743)
Bianca Baldridge
2025 Spring (4 Credits)
Schedule:
M 0430 PM - 0700 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The purpose of the course is to provide students the opportunity to engage with and discuss the historical,
ideological, and contemporary issues surrounding community-based programs engaging youth. Drawing
on theoretical and empirical literature and current events, students will think critically about how political
and social context shapes community-based education. Students will examine how educational policy and
the confluence of power, race, class, gender, and broader systems of oppression shape community-based
programs, the lives of youth workers and community-based leaders, and youth participants. This course
explores how these spaces inform the educational experiences, political identity development, and
organizing and activist lives of multiply-oppressed and vulnerable youth. Topics will include: grassroots
organizing and activism, academic outcomes and access to higher education, full-service community-
schools/school-community partnerships, social identity development, liberatory and culturally sustaining
pedagogy, funding and philanthropy, healing justice, neoliberalism, and privatization in community-based
afterschool education. Students will examine the paradoxical nature of community-based youth
organizations as nurturing spaces of resistance for youth and sites of conflict and social reproduction.
Ultimately, this course will challenge students to think critically about community-based youth
organizations and their capacity for educational, political, and social change for youth and communities.
Community-based leaders and youth work professionals are fully integrated into the course as guest
lecturers and thought-partners.
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Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education A153 Section: 1
Culture & Arts Education Policy (225003)
Members of the Faculty
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This course examines the purposes, challenges, and opportunities of contemporary cultural and arts
education policies at a state, national, and international level. The course aims to equip students with a
comprehensive understanding of how different governments and institutions design, implement, and
evaluate policies to promote cultural and arts engagement within educational and social systems.
Through a combination of lectures, case studies, guest speakers, and field visits to local policy and cultural
institutions, students will explore topics such as the state of cultural and arts education policy today, the
processes in which arts and cultural policies are designed, implemented, and advanced, as well as the
challenges of utilizing policy to ensure equitable access to cultural and arts education for all. Through
dialogue with policymakers, practitioners, academics, and philanthropists, students will gain an
understanding of the mechanism, and frameworks that constitute the contemporary culture and arts
education policy landscape. Emphasis will be placed on understanding the historical, social, and political
contexts that shape policy decisions and their implications for diverse populations.
Key questions addressed in this course include: How are culture and arts education policies established?
What functions do these policies serve in facilitating macro and micro-level change? How do such policies
establish and perpetuate power structures? What are the environments in which these policies operate?
Students will critically evaluate research and policies from various countries, including the United States,
China, and Australia.
Each week students will hear from experts on critical cultural policy-related topics, analyze case studies,
and engage in small-group discussions aimed to support reflection and analysis of real-world examples
against the overarching course questions. This course is ideal for students interested in arts education,
cultural policy, educational leadership, and international education development.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A158 Section: 1
K-12 Education Policymaking in the U.S.: A View from the States (224970)
James Peyser
2024 Fall (4 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
40
*Lottery-Based Enrollment* The purpose of this course is to provide an overview of the role and impact of
state governments in setting and implementing K-12 education policy in the United States, with a focus on
major issues that affect instructional practice and student outcomes.
In the complex intergovernmental partnership that comprises U.S. public education, states have the
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primary responsibility for establishing local school systems, ensuring adequate and equitable resources,
training and certifying educators, implementing common assessment and accountability systems, and
overseeing compliance with regulations to ensure equal access. It's impossible to understand current
education policy without a thorough grasp of the role, responsibilities and challenges facing state
governments as they exercise their leadership over public education.
This course will introduce students to the major structures and systems of public education, with special
focus on relevant issues of greatest importance and controversy through the perspectives of policymakers
and practitioners. It will place a premium on engagement in classroom discussions, group presentations,
and individual writing assignments that encourage a pragmatic evidence-based approach to analyzing
issues, while providing a window into the complexity and limitations of policymaking.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment XREG Allowed
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
Education A162
Section: 01
The Art and Science of Portraiture (180115)
Irene Liefshitz
2025 Spring (4 Credits)
Schedule:
T 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
15
Created by Dr. Sara Lawrence-Lightfoot nearly four decades ago, portraiture is a method of social science
inquiry distinctive in its blending of art and science, aesthetics and empiricism. This seminar illuminates
the origins, purposes, and features of this method, placing it within the larger discourses of social science
disciplinary frameworks, and mapping it on the broader terrain of qualitative research. Through researching
and writing portraits of individuals, institutions, relationships, processes, or concepts, students learn the
tools and strategies of rigorous data gathering, systematic empirical description, discerning analysis, and
narrative composition. This is a working seminar with class members serving as discussion leaders, critics,
authors, and respondents of each other's work.
Application and permission of instructor required. Enrollment is limited to 15. Prerequisites: background or
strong interest in research design, qualitative inquiry, aesthetics and empiricism, literary narrative, or the
arts, as well as strong idea(s) re: portrait subject/topic. Application and instructions will be posted on the
course website.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Content research methods
Blue Course Evaluations ALL
All: Cross Reg Availability Available for Harvard Cross Registration
Education A164
Section: 01
Program Evaluation and Education Policy (180117)
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Melanie Rucinski
2025 Spring (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
How does school spending affect student outcomes? What are the impacts of school vouchers on students
who receive them and students who don't? Can we estimate the effect of an individual teacher on student
test scores? The answers to important questions in education policy often rely on claims about causal
impacts of policies or programs. In this course, students will gain experience reading, critiquing, and
replicating five common approaches to measuring program impacts: randomized trials, regression
discontinuity, difference-in-differences, covariate adjustment (including "value-added" models), and
matching. We will discuss recent quantitative evidence on important education policy topics, such as
charter schools and vouchers, school spending, and college financial aid. The course will focus on
quantitative impact evaluations, as opposed to qualitative or process evaluations. Many readings are drawn
from the U.S. context, but we will also discuss papers that draw from international evidence. This course
will teach students the skills to become informed consumers of quantitative impact evidence and
contribute to evidence-based decision-making in education policy and practice.
Prerequisites: Successful completion of S-040 (HGSE), API-202 (HKS), or prior equivalent training in
multiple regression. Jointly offered at the Harvard Kennedy School (HKS) as API-211.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations ALL
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy guest speaker(s)
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Pedagogy field-based project
HGSE: Content accountability
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Competencies create data visualizations
HGSE: Content foundational quantitative methods
HGSE: Competencies synthesize readings
HGSE: Competencies analyze student data
Education A170 Section: 1
Race, Place and Belonging Remix: Reimagined Urban Schools & Communities (224881)
Shawn Ginwright
2025 Spring (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
15
With few exceptions, education has been a consistent vehicle for social mobility for some Americans. For
others, education has fallen short of its promise of inclusion and authentic democratic participation. This
tension has compelled community advocates, institutional allies, and young people to confront the raw and
unfiltered realities of race, place, and belonging within their schools and communities. Community
advocates remain committed to building new solutions to the challenges in urban schools and
communities. "Race, Place, and Belonging in Urban Schools and Communities" challenges students to
critically analyze and reimagine ways to eliminate the systemic barriers that perpetuate inequity and
exclusion in urban educational settings.
This course will explore promising strategies for transforming urban schools. One theme revisited
throughout this course is the idea that a better understanding of urban environments gives us insight into
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how these environments influence the development and education of children and youth. The course is
guided by an investigation into innovative strategies that have shown improvement in urban environments.
Using social theory, students will gain a greater understanding of the various challenges and opportunities
facing urban public schools.
The goal of this course is twofold. First, it aims to introduce students to relevant social theory regarding
urban education. The course begins with a brief overview of the historical development of schooling and
introduces students to present-day debates, topics and issues facing urban schools. Second, the course
provides students with innovative strategies and promising models of urban educational change.
By the end of this course, students will emerge as advocates for equity and justice, armed with the
knowledge and strategies to transform urban educational landscapes. They will be prepared to tackle the
pressing issues of race and place head-on and create environments where every student can experience
genuine belonging and opportunity.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education A203 Section: 1
Educational Justice (180135)
Meira Levinson
2025 Spring (4 Credits)
Schedule:
R 1030 AM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Educators and educational policymakers regularly make challenging ethical decisions that implicate deeply-held values
like justice, equity, autonomy, or democracy. For example, what should be done about a student with diagnosed
emotional issues who frequently disrupts class, but who benefits from being mainstreamed? How should educators
contend with divisive political rhetoric in schools, in the context of a highly-polarized, hyperpartisan democracy? How
can policies designed to correct educational inequality, such as school closures or teacher evaluation policies, constitute
injustices in and of themselves? This course addresses these questions by engaging with philosophical, theoretical, and
empirical readings from a variety of disciplines. We will grapple with case studies of ethical dilemmas from classrooms,
schools, districts, and organizations at the K-12 and higher education levels from the United States and around the
globe. Our goals will be to deepen our own understandings of educational justice, to engage with others about complex
ethical judgments across multiple lines of difference, and to learn how to enhance educators' and policymakers'
capacities to make ethical decisions under challenging conditions.
No prerequisites. This course is intended for masters and doctoral students from all concentrations and
programs. Cross-registrants, including undergraduates, welcomed.
Note that in addition to the scheduled Thursday seminar from 10:30-1:15, each student will take part in a
weekly 90-minute small (4-5 person) learning group meeting on Mondays, Tuesdays, or Wednesdays. These
will be organized after our first class session to accommodate student schedules.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a case study
HGSE: Content principals
HGSE: Content lgbtq
HGSE: Content values
HGSE: Content diversity equity inclusion
HGSE: Pedagogy project-based learning
HGSE: Competencies engage in difficult conversations
HGSE: Content social justice
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HGSE: Content learning and teaching
HGSE: Pedagogy case-method learning
HGSE: Pedagogy reflective writing
HGSE: Competencies facilitate group process
HGSE: Content critical theory
HGSE: Content system-level leadership
HGSE: Pedagogy simulation/role play
Course Search Attributes Display Only in Course Search
HGSE: Competencies practice equity and inclusion
HGSE: Content disability/ableism
HGSE: Content teachers
HGSE: Content pedagogy
HGSE: Pedagogy peer learning
HGSE: Competencies develop a theory of action
HGSE: Competencies E&O Electives
HGSE: Content teacher preparation
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies debate
HGSE: Competencies collaborate
HGSE: Competencies analyze arguments
HGSE: Content decision-making
HGSE: Content social contexts
HGSE: Content leadership
HGSE: Content race/ethnicity
HGSE: Content bullying/discrimination
HGSE: Content ethics
HGSE: Pedagogy multimedia projects
Education A205 Section: 1
Microeconomics of Education
(180136)
Vesall Nourani
2025 Spring (4 Credits)
Schedule:
MW 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
40
This course introduces students to fundamental principles of microeconomics with a focus on questions
relevant to education. The main goal is to train students to appreciate the power of precise and analytical
thinking through the lens of economic models of human behavior. Given that these models have powerful
implications for policy choices, emphasis will also be placed on the limits and strengths of such analytic
thinking. Examples of policy problems are drawn from early childhood education, elementary and
secondary education, and post-secondary education in a variety of countries. The course has at least two
secondary goals, including: 1) helping participants link the implications of economic models to empirical
research questions and 2) linking models covered in the course to recent research when appropriate. A
structured sequence of readings and problem sets are required of all students. The course is an
introduction to the principles of microeconomics with a focus on education, thus students who have had
intermediate microeconomics should not take this course. Students should have experience with reading
graphs and be competent in algebra.
Enrollment is limited and will be determined via the centralized HGSE course lottery. Interested students
must follow the lottery protocols shared by the Office of the Registrar to be considered.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a policy memo
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy lecture
HGSE: Pedagogy problem sets
HGSE: Content economics
HGSE: Limited Enrollment XREG Allowed
All: Cross Reg Availability Available for Harvard Cross Registration
Education A206 Section: 1
Understanding Educational Inequality through the Lens of Economics and Race
(212560)
Peter Blair
2025 Spring (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course provides students with an introduction to how economists think about the role and value of
education within the broader society, with a special emphasis on issues of racial inequality seen through
an economic lens. Understanding education through this lens is vital for educators, future policy makers,
education reformers and scholars because of the central role that economic analysis plays in shaping the
public discussion on education. An aim of this course to equip students to make, understand, and
challenge these economic arguments. In the first half of the course we will develop a common language
and toolkit. Developing this toolkit will happen in the context of a team-based approach to learning. In the
second half of the course we will do a deep dive into understanding several contemporary issues in
education with a special focus on higher education and issues at the intersection of race, racial inequality,
and education. In particular, we will critically examine the economic arguments used in legal cases on
affirmative action in higher education and explore issues of inequality in higher education that derive from
access to college, especially in elite colleges and universities. We will also look at alternative credentials
such as occupational licensing, which now affects 25% of US and 22% of European Union workers, to
explore how they interact with educational inequality.
No prerequisites; open to all. Everything need to succeed in this course will be taught as part of the course.
It is open to master's and doctoral students at HGSE and other departments across the university and to
interested undergraduates.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies understand data
HGSE: Competencies analyze quantitative data
HGSE: Content economics
Course Search Attributes Display Only in Course Search
HGSE: Content testing
HGSE: Pedagogy lecture
HGSE: Pedagogy team-based learning
HGSE: Competencies analyze qualitative data
HGSE: Competencies analyze arguments
HGSE: Content higher education
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content race/ethnicity
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Education A222 Section: 01
Higher Education and the Law (180151)
Philip Catanzano
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Post-secondary institutions are not only an important part of our broader society, but they also function as
a microcosm of society – with their own internal hierarchies, bureaucracies, rules, and procedures. But not
every institution is treated the same under the law or confronts the same problems. Public universities and
private universities are often held to different legal standards; large institutions and small institutions often
have different concerns and motivations. Each of these types of institutions – public or private, large or
small – also have to comply with mandates set by various public and private actors, including
governmental actors (federal, state, and local) or private accreditation agencies. And that does not even
begin to look at the interests of other stakeholders, like students, boards of trustees, alumni, and others. In
sum, the law of higher education is a challenging area to navigate, but that is our goal for the semester. In
keeping with the traditional seminar format, we will cover many different topics over the course of the
semester, many of which are standalone classes (e.g., intercollegiate athletics, disability law). While you
will not be an expert in the areas we cover upon the completion of this seminar, it is expected that you will
have a good working knowledge of the major issues impacting colleges and universities, as well as how
they fit together.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy peer learning
HGSE: Content organizations
HGSE: Content policy
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content higher education
Course Search Attributes Display Only in Course Search
HGSE: Competencies interpret laws
HGSE: Content law
Blue Course Evaluations ALL
Education A235 Section: 01
Legal Issues in K-12 Education (220678)
Philip Catanzano
2024 Fall (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is designed to provide an overview to legal issues impacting K-12 education in the United
States. We will begin by learning how the legal system works, generally, and how to navigate legal tools, e.
g., cases, statutes, regulations. While these will be core concepts we work on throughout the semester,
after the first two weeks, we will begin to address specific topics in K-12 education that have a legal
component to them. For example, there will be sections on disability law, the First Amendment (both
speech and religion), the Equal Protection Clause and related non-discrimination laws like Title VI of the
Civil Rights Act and Title IX of the Education Amendments, and finally, a discussion of other legal issues
that may arise at the K-12 level (e.g., due process and discipline, search and seizure issues, etc.).
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Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies interpret laws
HGSE: Content civil rights
Education A244
Section: 1
The Intersection of Speech and Harassment: Navigating Challenges that Arise in Education (224854)
Philip Catanzano
2024 Fall (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
In 1969, in a case called Tinker v. Des Moines, the U.S. Supreme Court stated that students do not "shed
their constitutional rights to freedom of speech or expression at the schoolhouse gate." In over a half a
century since, secondary schools and post-secondary colleges and universities have struggled to apply
this concept to varying forms of speech from students, faculty, or even the institution itself. In the same
time period, federal law – and many state laws – is clear that students, educators, and other community
members should not be harassed based on a range of protected categories. Surprising no one, these
important principles – speech and harassment – often come into conflict.
In this course, we will focus on the seminal cases involving speech at both the K-12 and post-secondary
level. We will discuss the different standards of protected speech at public institutions governed by the
First Amendment versus private institutions subject to their own policies and principles. We will also focus
on federal non-discrimination laws and the types of behaviors that commonly constitute harassment in the
educational context. With those dual foundations set, we will explore challenging scenarios that focus on
the intersection between speech and harassment and the pragmatic decision-making situations for
educators and educational leaders.
The subject matter of the speech that we will examine may be provocative by its very nature. This course
will not focus on the merits of the speech, including our level of agreement or disagreement with the
examples used. Instead, it will focus on how educational institutions, educational leaders, and community
members (including students and staff) can understand the various legal standards used by the federal
government and the courts to navigate these issues.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies interpret laws
HGSE: Content civil rights
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy case-method learning
Education A302
Section: 1
Leading for Equity in U.S. School Systems: Navigating Change in a Complex Environment (214592)
Jennifer Cheatham
2025 Spring (4 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
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What does it take to put equity-focused change into action in a traditional K-12 public school system,
especially today? In this course, we will: explore strategies to enact equity-focused change with power and
purpose; anticipate the joys and perils associated with this work; and analyze the leadership moves
necessary to put strategy into action in a politically polarized environment. We will methodically unpack
school districts' equity-based efforts to transform human capital systems, decision-making processes,
strategies for community engagement, approaches to resource use, and cultural norms through case
scenarios and interaction with school district leaders, all with an eye toward creating systems that enable
great teaching for every learner. In addition to exploring what needs to change at the system level, we will
consider how these changes should be implemented by leaders over time with attention to personal
identity and local context. This course moves students beyond the theoretical and into lively discussions
about real school district practice in real time with real challenges.
There are no prerequisites, but it is recommended that participants have already done some personal
exploration of their racial and intersecting identities and have grappled with issues of racism, anti-racism,
and racial equity in schools. Students will be asked to fill out a pre-class survey.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy small-group discussion
HGSE: Competencies develop a theory of action
HGSE: Content diversity equity inclusion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content relationships
HGSE: Content identity
HGSE: Competencies practice equity and inclusion
HGSE: Competencies E&O Electives
HGSE: Content culture
HGSE: Pedagogy peer learning
HGSE: Content community
HGSE: Content strategic planning
HGSE: Content partnerships
HGSE: Content decision-making
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
HGSE: Competencies think strategically
HGSE: Competencies analyze arguments
HGSE: Content teachers
HGSE: Content organizations
HGSE: Content leadership
HGSE: Pedagogy case-method learning
HGSE: Content values
HGSE: Pedagogy reflective writing
Education A305 Section: 1
Deeper Learning for All: Designing a 21st-Century School System
(180166)
Jal Mehta
2024 Fall (4 Credits)
Schedule:
T 0930 AM - 1150 AM
Instructor Permissions:
Instructor
Enrollment Cap:
40
From the classroom to the statehouse, education discussions today are rife
with the idea that all students should graduate from high school "college
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and career ready," able to do the kind of advanced critical thinking that is so
necessary for participation in modern life. But these expectations are placed
on a school system that is not remotely equipped to realize them. American
schooling assumed its modern form at the beginning of the 20th century and
still bears the heavy imprint of its industrial era origins as a command-and
control-bureaucracy. This course will examine what it would mean to rethink
those assumptions and design anew a 21st-century system that would
support deeper and more engaging instruction for all students. Students will
move across levels, ranging from in-depth exploration of the nature of good
teaching and learning at the classroom and school level, up through what
district, state, and federal polices would support such a transformation, as
well as how other countries have organized their systems to aim for high-
quality schooling for all students. Readings will span these subjects. The
latter part of the course will draw on design principles to ask students to
redesign an aspect of schooling in a forward-looking way; these ideas will
be presented in a culminating exhibition to a diverse group of educational
stakeholders. Students will also learn concrete skills around evaluating
instruction, as well as how to utilize the design process.
Class Notes: Information about how to submit your application to this course can be
found on the course canvas site.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop a theory of action
HGSE: Content learning and teaching
HGSE: Content diversity equity inclusion
HGSE: Content policy
HGSE: Pedagogy discussion sections
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze qualitative data
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy design thinking
HGSE: Competencies design an intervention
HGSE: Content pedagogy
HGSE: Competencies collect qualitative data
HGSE: Competencies make a presentation
HGSE: Competencies design a school
HGSE: Competencies think strategically
HGSE: Content leadership
HGSE: Pedagogy field-based visit(s)
HGSE: Pedagogy field-based project
HGSE: Pedagogy experiential learning
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Education A305 Section: 2
Deeper Learning for All: Designing a 21st-Century School System (180166)
Jal Mehta
2024 Fall (4 Credits)
Schedule:
T 0200 PM - 0420 PM
Instructor Permissions:
Instructor
Enrollment Cap:
40
From the classroom to the statehouse, education discussions today are rife
with the idea that all students should graduate from high school "college
and career ready," able to do the kind of advanced critical thinking that is so
necessary for participation in modern life. But these expectations are placed
on a school system that is not remotely equipped to realize them. American
schooling assumed its modern form at the beginning of the 20th century and
still bears the heavy imprint of its industrial era origins as a command-and
control-bureaucracy. This course will examine what it would mean to rethink
those assumptions and design anew a 21st-century system that would
support deeper and more engaging instruction for all students. Students will
move across levels, ranging from in-depth exploration of the nature of good
teaching and learning at the classroom and school level, up through what
district, state, and federal polices would support such a transformation, as
well as how other countries have organized their systems to aim for high-
quality schooling for all students. Readings will span these subjects. The
latter part of the course will draw on design principles to ask students to
redesign an aspect of schooling in a forward-looking way; these ideas will
be presented in a culminating exhibition to a diverse group of educational
stakeholders. Students will also learn concrete skills around evaluating
instruction, as well as how to utilize the design process.
Class Notes: Information about how to submit your application to this course can be
found on the course canvas site.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies design a school
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Pedagogy discussion sections
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy project-based learning
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies collect qualitative data
HGSE: Competencies think strategically
HGSE: Competencies analyze qualitative data
HGSE: Content learning and teaching
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HGSE: Content diversity equity inclusion
HGSE: Pedagogy field-based project
HGSE: Pedagogy experiential learning
HGSE: Competencies develop a theory of action
HGSE: Content leadership
HGSE: Content policy
HGSE: Competencies design an intervention
HGSE: Content pedagogy
HGSE: Pedagogy design thinking
Education A305 Section: S01
Deeper Learning for All: Designing a 21st-Century School System
(180166)
Jal Mehta
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0325 PM
Instructor Permissions:
Instructor
Enrollment Cap:
40
From the classroom to the statehouse, education discussions today are rife
with the idea that all students should graduate from high school "college
and career ready," able to do the kind of advanced critical thinking that is so
necessary for participation in modern life. But these expectations are placed
on a school system that is not remotely equipped to realize them. American
schooling assumed its modern form at the beginning of the 20th century and
still bears the heavy imprint of its industrial era origins as a command-and
control-bureaucracy. This course will examine what it would mean to rethink
those assumptions and design anew a 21st-century system that would
support deeper and more engaging instruction for all students. Students will
move across levels, ranging from in-depth exploration of the nature of good
teaching and learning at the classroom and school level, up through what
district, state, and federal polices would support such a transformation, as
well as how other countries have organized their systems to aim for high-
quality schooling for all students. Readings will span these subjects. The
latter part of the course will draw on design principles to ask students to
redesign an aspect of schooling in a forward-looking way; these ideas will
be presented in a culminating exhibition to a diverse group of educational
stakeholders. Students will also learn concrete skills around evaluating
instruction, as well as how to utilize the design process.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy project-based learning
HGSE: Pedagogy experiential learning
HGSE: Pedagogy design thinking
HGSE: Content pedagogy
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HGSE: Content leadership
HGSE: Competencies design a school
HGSE: Content learning and teaching
HGSE: Pedagogy discussion sections
HGSE: Pedagogy field-based project
HGSE: Pedagogy guest speaker(s)
Course Search Attributes Display Only in Course Search
HGSE: Competencies design an intervention
HGSE: Competencies develop a theory of action
HGSE: Competencies analyze qualitative data
HGSE: Pedagogy field-based visit(s)
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Competencies collect qualitative data
HGSE: Competencies think strategically
HGSE: Content diversity equity inclusion
HGSE: Content policy
Education A310C Section: 01
Faith, Education, and Leadership
(214534)
Irvin Scott
2025 Spring (2 Credits)
Schedule:
MTWR 0900 AM - 1200 PM
F 0900 AM - 0300 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Across America, students in rural, suburban, and urban areas experience the daily effects of inequity on
their educational journeys. From under-resourced schools and communities to a lack of teachers and staff
to properly train students, our children in America are suffering from academic and emotional outcomes
that make navigating their futures incredibly challenging. At the same time, we know that faith provides
stability, support, and guidance to millions of young people, families, and communities across the United
States. And, we know it is especially pivotal for vulnerable communities (i.e. Black, Latinx, immigrant,
other marginalized communities). Churches, mosques, temples, and other religious centers often take the
lead in giving at-risk children academic assistance, mentorship, and lessons in resilience and self-control.
At the Leadership Institute for Faith and Education (LIFE)—the impetus for this module—we believe that
schools have the opportunity to leverage the support these institutions provide to enhance, empower, and
raise achievement levels of all kinds for children across America. Historically, communities across the
country have created the change they want to see locally through reaching across divides and building
relationships, programs, and advocacy together, and we believe the same is true of faith and educational
communities coming together. In this module, we will ask what role faith plays in the development of our
personal identities as educational practitioners, how faith communities can become more engaged partners
in improving student outcomes, and what it might look like to design an impact-orientated faith and
education partnership with people of different faith perspectives.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education A310G Section: 01
Data Wise: Using Collaborative Data Inquiry to Build Equitable Schools
(180177)
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Kathy Boudett
Candice Bocala
2025 Spring (3 Credits)
Schedule:
MTWR 0900 AM - 0400 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
What would it look like, feel like and sound like if schools were filled with educators collaborating so each
student thrives? This course supports you in developing the habits of mind needed to use collaborative
data inquiry to build more equitable schools. We use the step-by-step Data Wise improvement process as
our lead framework and explore the equity questions that are essential to address at each step. The course
will prepare you to lead teams of educators in collaborative analysis of a wide range of data sources,
including student work, formative assessments, annual standardized tests, interviews, and classroom
observations.
Through interactive hands-on activities you will learn tools for presenting, discussing, and acting on
data. In whole-class sessions, you will work side-by-side with educators who have come to Cambridge to
immerse themselves the Data Wise Leadership Institute. In integration sessions, you will discuss the
implications of course readings for practice. Finally, in meetings with your team of HGSE students, you will
grapple with the challenges of maintaining a relentless focus on evidence and hone your ability to take an
equity lens to the work of improvement. By the end of the course, you will have co-created a plan for
launching collaborative data inquiry in a school and completed reflective assignments that capture how
your thinking has evolved around your role in disrupting patterns of oppression in the education sector.
No prerequisites. Degree-program students enroll using the standard course registration process;
professional education participants apply here: http://www.gse.harvard.edu/ppe/data-wise-portfolio.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content principals
HGSE: Content student achievement
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Content organizations
HGSE: Pedagogy field-based project
HGSE: Competencies facilitate group process
HGSE: Content leadership
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies think strategically
HGSE: Content teams
HGSE: Content decision-making
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy team-based learning
HGSE: Competencies create data visualizations
HGSE: Pedagogy peer learning
HGSE: Content assessment
HGSE: Competencies E&O Electives
HGSE: Content process improvement
HGSE: Pedagogy small-group discussion
Education A310N Section: 1
Coaching with Equity in Mind
(216810)
Kathy Boudett
Michele Shannon
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2024 Fall (2 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
What are best practices in using coaching as a strategy for capacity-building of individuals? And how can we use this
strategy to shift educational institutions to become more equitable? This course invites you to explore how coaching can
help individuals lean into their strengths, recognize their biases, and coach with an awareness of the ways in which
social identity and dominant culture impact the coaching relationship. As part of our class time, each week you will
engage in a coaching practicum where you use a research-based coaching format to work with peers to practice key
skills related to coaching with equity in mind. These skills include developing rapport, building trust and psychological
safety, actively listening, effectively questioning, working through levels of dialogue and providing actionable feedback.
During this practicum, you will coach a peer on cultivating their chosen equity leadership disposition (https://www.
leadershipacademy.org/resources/equity-leadership-dispositions-2/). The beauty of coaching is that you don't need to be
an expert in the area that your coachee chooses; you just need to be able to listen carefully and create a holding
environment where they can do their own learning. Through targeted feedback from peers and teaching team members,
you will leave this course with improved basic coaching skills. You will also leave with a deeper understanding of how to
integrate equity leadership dispositions into your practice.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Competencies E&O Electives
HGSE: Content coaching
HGSE: Content system-level leadership
HGSE: Pedagogy small-group discussion
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content relationships
HGSE: Pedagogy simulation/role play
HGSE: Content principals
HGSE: Content professional development
HGSE: Content leadership
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content culture
HGSE: Pedagogy experiential learning
HGSE: Pedagogy readings
HGSE: Competencies think strategically
HGSE: Content identity
HGSE: Content social justice
HGSE: Pedagogy peer learning
HGSE: Pedagogy reflective writing
HGSE: Competencies mindset
HGSE: Content diversity equity inclusion
Education A310N Section: S01
Coaching with Equity in Mind (216810)
Kathy Boudett
2024 Fall (2 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
None
Enrollment Cap:
30
What are best practices in using coaching as a strategy for capacity-building of individuals? And how can we use this
strategy to shift educational institutions to become more equitable? This course invites you to explore how coaching can
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help individuals lean into their strengths, recognize their biases, and coach with an awareness of the ways in which
social identity and dominant culture impact the coaching relationship. As part of our class time, each week you will
engage in a coaching practicum where you use a research-based coaching format to work with peers to practice key
skills related to coaching with equity in mind. These skills include developing rapport, building trust and psychological
safety, actively listening, effectively questioning, working through levels of dialogue and providing actionable feedback.
During this practicum, you will coach a peer on cultivating their chosen equity leadership disposition (https://www.
leadershipacademy.org/resources/equity-leadership-dispositions-2/). The beauty of coaching is that you don't need to be
an expert in the area that your coachee chooses; you just need to be able to listen carefully and create a holding
environment where they can do their own learning. Through targeted feedback from peers and teaching team members,
you will leave this course with improved basic coaching skills. You will also leave with a deeper understanding of how to
integrate equity leadership dispositions into your practice.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Content leadership
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy experiential learning
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Content coaching
HGSE: Content principals
HGSE: Content relationships
HGSE: Content professional development
HGSE: Pedagogy readings
HGSE: Competencies think strategically
HGSE: Competencies mindset
HGSE: Content system-level leadership
HGSE: Competencies E&O Electives
HGSE: Content identity
HGSE: Content culture
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Content social justice
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy reflective writing
Education A310R
Section: 1
Independent Schools: Leadership, Opportunities, Challenges (214365)
Richard Melvoin
2024 Fall (2 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
25
*Lottery-Based Enrollment* Independent schools teach fewer than 10% of America's children, yet their role
can be significant, and opportunities for students, teachers and administrators who want to make an impact
on the world can be profound. This module provides an introduction to different dimensions of working in
and leading an independent school. The course will explore the importance of mission, vision, and the
evolving ways in which independent schools are addressing issues of diversity, equity, inclusion and
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justice. Using numerous case studies, discussions will focus on leadership challenges: from admissions
and financial aid policies to hiring faculty, from building a budget to handling disciplinary cases -- and
through all of this the ethical, legal and pastoral dimensions of headship. Recognizing that all schools
today face profound questions of both what and how to teach, the course will also explore questions of
curriculum and pedagogy. Between readings, cases, and spirited discussion, students will better
understand the nature of independent schools, their evolving mission, the great opportunities they provide
for both students and faculty, and the particular challenges of independent school leadership.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content ethics
HGSE: Pedagogy guest speaker(s)
HGSE: Content career development
HGSE: Competencies design a school
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies diagnose complex problems
HGSE: Competencies leadership
HGSE: Pedagogy case-method learning
HGSE: Content financial management
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content admissions
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Competencies think strategically
Education A310R Section: S01
Independent Schools: Leadership, Opportunities, Challenges
(214365)
Richard Melvoin
2024 Fall (2 Credits)
Schedule:
T 1130 AM - 1155 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-Based Enrollment* Independent schools teach fewer than 10% of America's children, yet their role
can be significant, and opportunities for students, teachers and administrators who want to make an impact
on the world can be profound. This module provides an introduction to different dimensions of working in
and leading an independent school. The course will explore the importance of mission, vision, and the
evolving ways in which independent schools are addressing issues of diversity, equity, inclusion and
justice. Using numerous case studies, discussions will focus on leadership challenges: from admissions
and financial aid policies to hiring faculty, from building a budget to handling disciplinary cases -- and
through all of this the ethical, legal and pastoral dimensions of headship. Recognizing that all schools
today face profound questions of both what and how to teach, the course will also explore questions of
curriculum and pedagogy. Between readings, cases, and spirited discussion, students will better
understand the nature of independent schools, their evolving mission, the great opportunities they provide
for both students and faculty, and the particular challenges of independent school leadership.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education A310S Section: 1
Schools in Action: Observing, Reflecting, and Acting in a Time of Crisis (208356)
Linda Nathan
2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
12
Enrollment by application and limited to 12 students. Students who enroll in A310S are given priority for
enrollment in A320 , Building Democratic Schools, in the Spring. Education and democracy are inextricably
linked. Education is seen as the cornerstone for democracy. Democracy is seen as an important organizing value for
education. This course seeks to understand the complexities and intricacies of this relationship through observation,
reflection and writing. Our lived experiences and those of educators and students around the world will form the
primary text of this course. We will visit schools – in-person, and through written and oral descriptions – to observe
what education and democracy looks, sounds, and feels like in action. Additionally, we will engage with readings that
helped shape the thinking of those leading this work on the ground and our own thinking. At the end of the semester,
students will share their emerging vision for education and democracy.
An ongoing feature of the class is the opportunity for students to engage in reflective writing/podcasting/ digital
storytelling about their observations. The goal is for students to have a body of work that they can publicly share in
whatever medium and format they choose. As a class, we will engage in on-going critique of one another's writing or
creative works.
We feel that this course is an opportunity for our learning community to develop their understanding, experience, and
voice as democratic educators. Education is being used to support a range of social projects from democratic equality
and social efficiency to social justice and liberation to fascism and white supremacy. We will work to create
opportunities for reflection, dialogue, and action to critically explore how the relationship between education and
democracy contributes to these projects. To do so, we will slow down, ask critical questions to understand, and challenge
our own assumptions by exploring how we know what we know and why. This includes challenging the premise of this
course by exploring whether democracy can ever be achieved and if so, can it be achieved for everyone and should
education even work to uphold democracy or be organized around democratic values.
Class Notes: Students will be responsible for their own transportation to schools
that we will visit.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
Education A310W Section: 01
Leading Strategically: Building Skills for Effective Leadership
(215779)
Elizabeth City
2025 Spring (2 Credits)
Schedule:
M 0430 PM - 0740 PM
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Instructor Permissions:
None
Enrollment Cap:
n/a
What does it mean to "lead strategically" in your professional life? How might strategic mindsets and tools
apply across all dimensions of your life? How do you thoughtfully consider identity, equity, and expanding
boundaries when planning strategically? How do you avoid typical pitfalls, like trying to do too many things
or strategy living in the leader's head rather than being shared and driven by a variety of stakeholders?
How can you be proactive rather than reactive? How does strategy translate to the daily work of
organizations and leaders? This module prepares you to be a more strategic leader by partnering to answer
these and other questions leaders face when trying to accomplish great things in complex contexts. The
module is designed for leaders in a variety of environments - preK-12 schools and school systems, higher
education, non-profits, mission-based for-profits, state and federal education agencies, entrepreneurial
endeavors, U.S. and international. The module is hands-on and interactive, including self-assessment, peer
interaction, and practice with tools you can use at the organizational level and in your own daily and regular
work.
*Note on class meetings: this course meets in whole group for ~2 hours a week, followed by small group
for ~1 hour/week, all of which happens between 4:30 and 7:40pm on Mondays.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy peer learning
HGSE: Pedagogy team-based learning
HGSE: Content strategic planning
HGSE: Content decision-making
HGSE: Pedagogy small-group discussion
HGSE: Content teams
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content leadership
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop a theory of action
HGSE: Competencies think strategically
HGSE: Competencies facilitate group process
Education A311A Section: 1
Leading a School Through Challenge and Crisis
(217441)
Richard Melvoin
2025 Spring (2 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
25
*Lottery-based Enrollment* Harvard's famous anthem Fair Harvard sees "calm rising thro' change and thro'
storm." But school leaders are the ones who have to take the tiller and figure out the way to steer through
the storm. Recent school years provide staggering cases, from the pandemic to issues of racial justice and
culture wars. How could leaders respond to these crises in real time? How does one also find the inner
calm to be able to lead effectively? The thrust of this case-based, discussion-based course is to challenge
students to problem-solve the widely varied kinds of problems – and yes, crises – that school leaders
face. They range from the immediate – the death of a student, the threat of an armed person on campus, a
racist incident – to possibly less urgent but no less real crises: a slashed budget, crumbling infrastructure,
reports of sexual assault. By working through specific cases, this course will illuminate larger operational
and strategic issues that are part and parcel of the work of a school leader. While some cases will be drawn
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from the instructor's direct experiences in leading an independent school, the issues addressed will be
central for students aspiring to lead all manner of schools: public, charter, faith-based, and
private. Readings will be drawn from several sources that focus on the nature of leadership, both in the
world of schools and beyond.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies leadership
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy case-method learning
Course Search Attributes Display Only in Course Search
HGSE: Content politics
Blue Course Evaluations ALL
HGSE: Content decision-making
HGSE: Content leadership
HGSE: Competencies engage in difficult conversations
HGSE: Competencies identify one's leadership strengths & limitations
Education A314 Section: 1
Collaborative Action for Children: Redesigning Education for Equity
(180181)
S. Paul Reville
Rob Watson
2025 Spring (4 Credits)
Schedule:
T 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
37
This is a university-wide course devoted to conceiving and developing a vision and strategic plan for a broader, deeper
education system featuring comprehensive, integrated systems of education, child development, health and human
services and out-of-school learning. The course focuses on place-based cradle-to-career collaborative action to create
holistic, child development and education systems. Together we will build understanding around the challenges involved
in creating community-based systems that meet children - and families - where they are and provide the support and
opportunities they need to succeed inside and outside of school.
Additionally, the course will explore collective impact models in urban, suburban and rural communities across the
country and feature case studies and class visits from exemplary collaborative action leaders. We will examine equity-
centered approaches to mitigating the effects of poverty on children's lives and provide students with the opportunity to
work on in-depth field experience projects in partnership with local communities. Through participation in this course,
students can expect to develop design thinking skills and a deeper understanding of the application of design thinking to
address the challenges of poverty and underperformance in US school systems.
The course will also explore the advocacy and policy targets necessary to address the underlying conditions of poverty
and generating and aligning sustainable resources to construct more equitable systems. Upon completion of the course,
students' will have an increased understanding of collaborative action, an ecosystem approach to child development and
education, and the development of cradle-to-career systems of opportunity that advance socioeconomic mobility. This
course will offer students an opportunity to develop cross-sector leadership skills and work with peers from diverse
professional backgrounds and degree programs.
Permission of instructor required. Enrollment procedure will be posted on the course website. This course
is available for cross-registration.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Content advocacy
HGSE: Competencies practice equity and inclusion
HGSE: Competencies collaborate
HGSE: Pedagogy team-based learning
HGSE: Content social networks
HGSE: Content action research
HGSE: Content mental health
Course Search Attributes Display Only in Course Search
HGSE: Competencies think strategically
HGSE: Content community
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy reflective writing
HGSE: Pedagogy design thinking
HGSE: Competencies make a presentation
HGSE: Pedagogy field-based project
HGSE: Pedagogy guest speaker(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
Education A320
Section: 01
Building a Democratic School: School Design Workshop (180185)
Linda Nathan
2025 Spring (4 Credits)
Schedule:
R 0300 PM - 0600 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
Boston's pilot school initiative, begun in 1994, was in the forefront of a national movement to create small,
innovative learning communities as alternatives to traditional ways of organizing public education systems.
This course, taught by the founding headmaster of one of Boston's most successful pilot schools (the
Boston Arts Academy), examines a wide range of issues related to the philosophy, planning, governance,
and sustenance of nontraditional public schools, including charter schools. The course is intended for
students with significant experience as teachers or administrators and for those who wish to become
school leaders, school or nonprofit designers or program or policy designers. Students will be expected to
reflect on their own experience as material for analysis in written assignments and class discussions. All
students will design a school or a nonprofit. The class will operate as a studio workshop as much as
possible. Although the readings primarily focus on US based schools, designers from outside of the US are
encouraged to enroll.
Enrollment is limited. Instructions for enrollment will be posted on the course website. Due to the nature of
this course, it is strongly preferred that students take it SAT/NCR.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education A323Y Section: 1
Data Wise Coach Certification
(203666)
Kathy Boudett
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2024 Fall (0 Credits)
Schedule:
T 0430 PM - 0645 PM
Instructor Permissions:
Instructor
Enrollment Cap:
10
Permission of instructor required. Prerequisite: Acceptance in March 2024 into the Data Wise Coach
Certification Program. Additional information available at http://www.gse.harvard.edu/ppe/program/data-
wise-coach-certification.
This 2-credit yearlong course provides HGSE students who have been accepted into the Data Wise Coach
Certification (DWCC) program with the structure and support needed to complete the requirements of the
program by April 2025. These requirements include: (1) Building Data Wise coach competencies by
engaging in specific learning activities, (2) Documenting your insights in a written portfolio and revising to
take feedback into account, and (3) Sharing your learning in a live virtual portfolio review to which the
whole coach network is invited. The culminating project for this course is the Data Wise Coach Certification
Program portfolio review. Once certified, Data Wise coaches are qualified to: Teach educators the Data
Wise process, habits, and norms and prepare teams to begin a cycle of inquiry, Coach teams as they work
their way through a cycle of inquiry, and Serve as mentors to aspiring coaches who are teaching fellows in
Data Wise programs.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Content process improvement
HGSE: Content organizations
HGSE: Pedagogy team-based learning
HGSE: Content student achievement
HGSE: Content assessment
HGSE: Competencies collaborate
HGSE: Content teams
HGSE: Competencies create data visualizations
HGSE: Pedagogy reflective writing
Full Year Course Indivisible Course
HGSE: Content principals
HGSE: Content instructional design
HGSE: Pedagogy peer learning
HGSE: Pedagogy field-based project
HGSE: Pedagogy experiential learning
HGSE: Content leadership
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies facilitate group process
HGSE: Content decision-making
HGSE: Pedagogy small-group discussion
Education A324Y
Section: 1
Data Wise Coach Certification
(203667)
Kathy Boudett
2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0645 PM
Instructor Permissions:
Instructor
Enrollment Cap:
10
Welcome to the Data Wise! This 2-credit yearlong course provides HGSE students who have been accepted
into the Data Wise Coach Certification (DWCC) program with the structure and support needed to complete
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the requirements of the program by April 2024.
These requirements include:
• Building Data Wise coach competencies by engaging in specific learning activities
• Documenting your insights in a written portfolio and revising to take feedback into account
• Sharing your learning in a live virtual portfolio review to which the whole coach network is
invited.
The culminating project for this course is the Data Wise Coach Certification Program portfolio review. Once
certified, Data Wise coaches are qualified to:
• Teach educators the Data Wise process, habits, and norms and prepare teams to begin a cycle
of inquiry
• Coach teams as they work their way through a cycle of inquiry
• Serve as mentors to aspiring coaches who are teaching fellows in Data Wise programs
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Content principals
HGSE: Pedagogy reflective writing
Full Year Course Indivisible Course
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies deliver instruction
HGSE: Competencies develop curriculum
HGSE: Content coaching
HGSE: Pedagogy peer learning
HGSE: Content professional development
HGSE: Pedagogy team-based learning
HGSE: Pedagogy experiential learning
HGSE: Content diversity equity inclusion
Education A337 Section: 01
Equity and Inclusion Leadership Practicum
(213699)
Houman Harouni
2024 Fall (4 Credits)
Schedule:
TR 0900 AM - 1030 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course is the first component of a yearlong experience, intended for students enrolled in HGSE's
Equity and Inclusion Fellowship. It offers a core experience for learning leadership skills in relation to
issues involving justice and power. Participants will engage in a rigorous process of analyzing their own
and other people's approaches to mobilizing collective action within and beyond limiting social structures.
Students should expect to engage in an in-depth exploration of their own past and present forms of
practice. While there is limited emphasis on theoretical readings, there will be a strong focus on clarifying
one's underlying theories, assumptions, and attitudes toward the issue of equity and the practice of
leadership. Equity Fellows are expected to take an active role in engaging the larger Harvard community in
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conversations that are by no means easy to lead. As such, they must be ready, within the protected
structures of this practicum, to understand their own relationship to difficult discussions and the creation
of brave communities. The taking of an active role within and beyond the institution will be a major
component of the course work. In this process, participants will receive a great deal of mentorship and
support, and they will have the chance to experience a wide variety of models and modes of facilitation.
Permission of instructor required. Enrollment is limited to students In HGSE's Equity & Inclusion
Fellowship. Enrollment procedure will be posted on the course website.
Class Notes: Erollment in this course is reserved for Equity and Inclusion Fellows
only.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content leadership
HGSE: Competencies facilitate group process
HGSE: Competencies think strategically
HGSE: Content teachers
HGSE: Competencies practice equity and inclusion
HGSE: Competencies debate
HGSE: Competencies build partnership
HGSE: Content identity
HGSE: Competencies write a case study
HGSE: Competencies conduct a clinical case analysis
HGSE: Content politics
HGSE: Content critical theory
HGSE: Pedagogy case-method learning
HGSE: Pedagogy socratic discussion
HGSE: Competencies engage in difficult conversations
HGSE: Content social contexts
HGSE: Content group dynamics
HGSE: Content culture
HGSE: Content learning and teaching
HGSE: Content decision-making
HGSE: Content ethics
HGSE: Pedagogy reflective writing
HGSE: Competencies manage a consulting project
HGSE: Competencies develop a theory of action
HGSE: Content values
HGSE: Content race/ethnicity
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies analyze arguments
HGSE: Content pedagogy
HGSE: Pedagogy lecture
HGSE: Pedagogy discussion sections
All: Cross Reg Availability Available for Harvard Cross Registration
Education A337
Section: S01
Equity and Inclusion Leadership Practicum (213699)
Houman Harouni
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course is the first component of a yearlong experience, intended for students enrolled in HGSE's
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Equity and Inclusion Fellowship. It offers a core experience for learning leadership skills in relation to
issues involving justice and power. Participants will engage in a rigorous process of analyzing their own
and other people's approaches to mobilizing collective action within and beyond limiting social structures.
Students should expect to engage in an in-depth exploration of their own past and present forms of
practice. While there is limited emphasis on theoretical readings, there will be a strong focus on clarifying
one's underlying theories, assumptions, and attitudes toward the issue of equity and the practice of
leadership. Equity Fellows are expected to take an active role in engaging the larger Harvard community in
conversations that are by no means easy to lead. As such, they must be ready, within the protected
structures of this practicum, to understand their own relationship to difficult discussions and the creation
of brave communities. The taking of an active role within and beyond the institution will be a major
component of the course work. In this process, participants will receive a great deal of mentorship and
support, and they will have the chance to experience a wide variety of models and modes of facilitation.
Permission of instructor required. Enrollment is limited to students In HGSE's Equity & Inclusion
Fellowship. Enrollment procedure will be posted on the course website.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content politics
HGSE: Competencies engage in difficult conversations
HGSE: Competencies build partnership
HGSE: Content race/ethnicity
HGSE: Pedagogy lecture
HGSE: Pedagogy reflective writing
HGSE: Competencies develop a theory of action
HGSE: Competencies analyze arguments
HGSE: Competencies E&O Electives
HGSE: Content values
HGSE: Pedagogy discussion sections
HGSE: Pedagogy case-method learning
HGSE: Pedagogy socratic discussion
HGSE: Competencies practice equity and inclusion
HGSE: Content critical theory
HGSE: Content pedagogy
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies debate
HGSE: Content culture
HGSE: Competencies conduct a clinical case analysis
HGSE: Content teachers
HGSE: Content group dynamics
HGSE: Content ethics
HGSE: Competencies write a case study
HGSE: Competencies manage a consulting project
HGSE: Competencies think strategically
HGSE: Content social contexts
HGSE: Content leadership
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies facilitate group process
HGSE: Content learning and teaching
HGSE: Content identity
HGSE: Content decision-making
Education A347
Section: 1
Collaborative Action for Cradle to Career: An Ed Redesign Colloquium
(224699)
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S. Paul Reville
2024 Fall (2 Credits)
Schedule:
T 0930 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
12
This course will focus on the national movement to collaboratively build place-based, systems designed to
ensure all children's well-being, educational success and economic mobility.Students will each pursue
independent projects in this field while participating in colloquia on the theory and practice of this work,
EdRedesign's (edredesign.org) mission and strategies and the challenges and possibilities in this emerging
field of holistic systems for providing the supports and opportunities necessary for a thriving childhood.
Students will be responsible for a final paper and oral presentation on their independent projects. Doctoral
and Master's students may apply. Course size will be limited to approximately twelve.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content policy
HGSE: Content families
HGSE: Pedagogy socratic discussion
HGSE: Competencies diagnose complex problems
HGSE: Content civic engagement
HGSE: Content leadership
HGSE: Competencies collaborate
HGSE: Content community
HGSE: Content politics
HGSE: Content social contexts
HGSE: Competencies analyze arguments
HGSE: Content advocacy
HGSE: Pedagogy reflective writing
HGSE: Competencies build partnership
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy field-based project
HGSE: Pedagogy readings
HGSE: Competencies make a presentation
HGSE: Competencies design an intervention
HGSE: Competencies engage families
HGSE: Content system-level leadership
All: Cross Reg Availability Available for Harvard Cross Registration
Education A347
Section: S01
Collaborative Action for Cradle to Career: An Ed Redesign Colloquium (224699)
S. Paul Reville
2024 Fall (2 Credits)
Schedule:
T 1100 AM - 1125 AM
Instructor Permissions:
None
Enrollment Cap:
30
This course will focus on the national movement to collaboratively build place-based, systems designed to
ensure all children's well-being, educational success and economic mobility.Students will each pursue
independent projects in this field while participating in colloquia on the theory and practice of this work,
EdRedesign's (edredesign.org) mission and strategies and the challenges and possibilities in this emerging
field of holistic systems for providing the supports and opportunities necessary for a thriving childhood.
Students will be responsible for a final paper and oral presentation on their independent projects. Doctoral
and Master's students may apply. Course size will be limited to approximately twelve.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Content civic engagement
HGSE: Competencies diagnose complex problems
HGSE: Content policy
HGSE: Content families
HGSE: Pedagogy socratic discussion
HGSE: Competencies collaborate
HGSE: Pedagogy reflective writing
HGSE: Content social contexts
HGSE: Content community
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content politics
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies design an intervention
HGSE: Competencies engage families
HGSE: Competencies build partnership
HGSE: Content advocacy
HGSE: Content system-level leadership
HGSE: Pedagogy field-based learning
HGSE: Pedagogy readings
HGSE: Content leadership
Course Search Attributes Display Only in Course Search
Education A368 Section: 01
Understanding Today's Educational Testing (213733)
Ann Mantil
2025 Spring (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Achievement testing is a cornerstone of education policy and practice, but it
is complex and is routinely misunderstood by educators, policymakers, and
the media. How much confidence should we have that high-stakes tests
capture student learning? How does pressure to raise test scores affect
educational practices and students' achievement? What can test scores tell
us about differences in performance over time and across socioeconomic
and racial/ethnic groups? This module is an intensive dive into testing and
its role in today's K-12 classrooms and accountability systems. Through
interactive lecturing, small-group discussion, and analyses of test items and
score reports, students will learn how to understand test results and use
testing appropriately in their later work. While concepts such as reliability,
validity, and bias will be introduced, the course is designed for students with
little or no prior statistical training and is relevant for prospective teachers,
school and district leaders, and policy analysts.
Class Notes: Please note this course was formally taught under the catalog number
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S011E.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a policy memo
HGSE: Competencies examine trends
HGSE: Content testing
HGSE: Content student achievement
HGSE: Competencies make policy recommendations
HGSE: Competencies analyze student data
HGSE: Content accountability
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy small-group discussion
Blue Course Evaluations ALL
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy lecture
HGSE: Content assessment
Course Search Attributes Display Only in Course Search
Education A404 Section: 1
Black Education Histories for Contemporary Action
(203742)
Jarvis Givens
2024 Fall (4 Credits)
Schedule:
M 0430 PM - 0630 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
This course explores the education of African descended people in the United States through new and
canonical historical scholarship. Students will learn about antiblack racism in schooling, and the specific
ways it manifested through mechanisms of law and policy, institutions, and cultural formations, particularly
during the nineteenth and twentieth centuries. Students will also study strategies black communities
employed to resist oppressive schooling as they struggled for a meaningful and liberatory education.
Course readings will introduce a range of intellectual traditions in black education; as well as cultural,
social, institutional, and policy histories pertaining to black education. Through close analysis of this
scholarship, students will identify the similarities and differences of African American educational
experiences across time and space. While this course is about studying the past, students are also
expected to search historical narratives for lessons that are relevant for understanding and addressing
present-day educational phenomena. This course is a reading-heavy seminar, driven primarily by text-
based discussion. It is also infused with lectures, guest speakers, and activities that focus on critically
analyzing historical narratives, using historical research methods, and developing skills for "thinking
historically" about the past, present, and future(s) of education. Students have two options for a final
assignment: 1) a 15–20-page historical research paper that clearly outlines implications for contemporary
action, or 2) develop and implement a public history project followed by a 5–7-page summary and analysis.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content ethnic studies
HGSE: Pedagogy research project
HGSE: Content research methods
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a research/analytic paper
HGSE: Pedagogy socratic discussion
HGSE: Content history
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HGSE: Content race/ethnicity
HGSE: Pedagogy reflective writing
HGSE: Pedagogy lecture
Education A404M Section: 1
Black Liberatory Education: Philosophies, Practices and Purposes of All-Black Education Initiatives (218837)
Aaliyah El-Amin
2024 Fall (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
15
Throughout U.S. history, Black educators and families have engaged in organized efforts to live in their
inherent beauty and educate their own. Yet, the Eurocentric hegemony of knowledge in many educator
preparation programs often means that educators, including Black educators, have little or no
opportunities to study Black educational thought and praxis. This 2-credit module centers on the
pedagogies and practices of the Black liberatory education tradition, offering students the opportunity to
learn about and from Black educators and intentionally All-Black education school spaces K-12. In this
module, we will explore Black-led schooling movements in the U.S. historically (post-1954) and in the
present day (e.g., Black Panther Liberation Schools, Independent Black Institutions, Afrocentric Schools,
and Homeschooling) as well as out-of-school Black education spaces. We will also explore the
philosophies and teaching approaches of liberation-focused Black teachers in all-black schools.
Collectively, we will ask: What have been the goals, priorities, and purposes of intentionally all Black
education initiatives for Black children in the United States post-Brown? How have Black educators
conceptualized, articulated, and actualized liberatory Black educational praxis in the face of endemic Anti-
Blackness, systemic marginalization, and active resistance in the U.S.? How have intentionally all Black
schools sought to leverage education spaces as a pathway for healing, resistance, and social change for
Black children? What can we [and should we] learn from the historical and contemporary pedagogies and
teaching philosophies of intentionally all-black education initiatives that we can apply and incorporate into
how we be, love, and do in our own education practice?
The course is limited to 15. Permission of Instructor and application required. Enrollment procedure will be
posted on Canvas site. This course fulfills the E&O elective requirement.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Available for Harvard Cross Registration
Education A404M Section: S01
Black Liberatory Education: Philosophies, Practices and Purposes of All-Black Education Initiatives
(218837)
Aaliyah El-Amin
2024 Fall (2 Credits)
Schedule:
T 0230 PM - 0255 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Throughout U.S. history, Black educators and families have engaged in organized efforts to live in their
inherent beauty and educate their own. Yet, the Eurocentric hegemony of knowledge in many educator
preparation programs often means that educators, including Black educators, have little or no
opportunities to study Black educational thought and praxis. This 2-credit module centers on the
pedagogies and practices of the Black liberatory education tradition, offering students the opportunity to
HARVARD UNIVERSITY
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learn about and from Black educators and intentionally All-Black education school spaces K-12. In this
module, we will explore Black-led schooling movements in the U.S. historically (post-1954) and in the
present day (e.g., Black Panther Liberation Schools, Independent Black Institutions, Afrocentric Schools,
and Homeschooling) as well as out-of-school Black education spaces. We will also explore the
philosophies and teaching approaches of liberation-focused Black teachers in all-black schools.
Collectively, we will ask: What have been the goals, priorities, and purposes of intentionally all Black
education initiatives for Black children in the United States post-Brown? How have Black educators
conceptualized, articulated, and actualized liberatory Black educational praxis in the face of endemic Anti-
Blackness, systemic marginalization, and active resistance in the U.S.? How have intentionally all Black
schools sought to leverage education spaces as a pathway for healing, resistance, and social change for
Black children? What can we [and should we] learn from the historical and contemporary pedagogies and
teaching philosophies of intentionally all-black education initiatives that we can apply and incorporate into
how we be, love, and do in our own education practice?
The course is limited to 15. Permission of Instructor and application required. Enrollment procedure will be
posted on Canvas site. This course fulfills the E&O elective requirement.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies E&O Electives
Course Search Attributes Display Only in Course Search
Education A410A
Section: 01
Teaching Histories of Racism and Resistance in the United States (217508)
Adrienne Stang
2025 Spring (2 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment* Engaging in conversations about racism, past and present, is essential to
building bridges and promoting democratic values. Many educators wish to teach about racism but may
hesitate to explore controversial topics with students, especially younger learners. In this course,
participants develop the knowledge and skills to teach the histories and realities of racism in the United
States. We consider the developmental needs of students in grades K-12, racial-ethnic identity
development, and a range of culturally sustaining pedagogies. Historical topics include antebellum
enslavement, abolition, Indigenous genocide, xenophobia, and examples of resistance to oppression. We
explore sources by people of color who have been excluded from dominant narratives and consider how to
cultivate agency and engagement when teaching complex histories and current events. For a final project,
students investigate a specific topic and create a plan to address it with students in a particular grade
band.
This course is limited to 25 students. This course is recommended for teachers in grades K-12, curriculum
directors, and building & district administrators, particularly those working in the United States.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies collaborate
HGSE: Pedagogy small-group discussion
HGSE: Competencies engage in difficult conversations
HGSE: Competencies synthesize readings
Course Search Attributes Display Only in Course Search
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HGSE: Content history
HGSE: Content race/ethnicity
HGSE: Pedagogy multimedia texts
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies facilitate group process
HGSE: Content identity
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy project-based learning
HGSE: Competencies practice equity and inclusion
HGSE: Competencies E&O Electives
HGSE: Pedagogy curriculum-design project
Education A416 Section: 1
Higher Education and the Public Good (220677)
Julie Reuben
2025 Spring (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Since their origins, universities have been granted special privileges because they have been understood
to contribute to the public good. Do these privileges incur corresponding obligations on higher education?
Should they influence how higher educational institutions educate their students or create, share and
preserve knowledge or conduct their internal affairs? While higher education is expected to serve society,
universities espouse values, such as academic freedom, institutional autonomy, and neutrality, that some
see as antithetical to social engagement. The image of the ivory tower, remote and removed from society,
captures this vision of the university. As a result, there has been tension about how higher education can
both serve society and remain true to these core values. Together we will explore how higher education's
responsibility to public good has been debated and enacted in United States.
Open to cross-registration. Students cannot take both this course and GENED 1122 for credit.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies engage in difficult conversations
HGSE: Competencies analyze arguments
HGSE: Content history
HGSE: Pedagogy field-based project
Course Search Attributes Display Only in Course Search
HGSE: Competencies collect qualitative data
HGSE: Competencies conduct an interview
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make policy recommendations
HGSE: Competencies analyze qualitative data
HGSE: Competencies debate
HGSE: Content higher education
HGSE: Content values
HGSE: Pedagogy team-based learning
HGSE: Content social contexts
HGSE: Competencies collaborate
HGSE: Pedagogy readings
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Education A470 Section: 1
Native Education in the United States (224905)
Kemeyawi Wahpepah
2024 Fall (2 Credits)
Schedule:
T 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Native peoples have lived on this continent since time immemorial, yet are frequently omitted from
mainstream discussions, research, and coursework in education. This six-week seminar centers the
experiences and perspectives of Native peoples in American education from pre-colonial times to the
present day. Together, we will explore key moments, turning points, themes, and debates in Native
education in the United States, including (but not limited to) the history of federal boarding schools,
contemporary calls for truth and reconciliation, and the rich and varied Indigenous pedagogies which have
persisted despite centuries of colonial schooling. Whether you are a teacher, leader, policymaker, or
researcher, this seminar is designed to support you as you expand your understanding of Native
educational experiences in the United States, engage meaningfully with Native voices and scholarship, and
cultivate a critical anticolonial lens.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A470
Section: S01
Native Education in the United States (224905)
Kemeyawi Wahpepah
2024 Fall (2 Credits)
Schedule:
T 0330 PM - 0355 PM
Instructor Permissions:
None
Enrollment Cap:
30
Native peoples have lived on this continent since time immemorial, yet are frequently omitted from
mainstream discussions, research, and coursework in education. This six-week seminar centers the
experiences and perspectives of Native peoples in American education from pre-colonial times to the
present day. Together, we will explore key moments, turning points, themes, and debates in Native
education in the United States, including (but not limited to) the history of federal boarding schools,
contemporary calls for truth and reconciliation, and the rich and varied Indigenous pedagogies which have
persisted despite centuries of colonial schooling. Whether you are a teacher, leader, policymaker, or
researcher, this seminar is designed to support you as you expand your understanding of Native
educational experiences in the United States, engage meaningfully with Native voices and scholarship, and
cultivate a critical anticolonial lens.
Additional Course Attributes:
Attribute Value(s)
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education A501 Section: 01
Negotiation Workshop (203733)
Whitney Benns
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Deborah Goldstein
Gillien Todd
Samuel Straus
2024 Fall (4 Credits)
Schedule:
F 0830 AM - 1200 PM
F 0130 PM - 0430 PM
F 0130 PM - 0330 PM
Instructor Permissions:
None
Enrollment Cap:
48
*Lottery-Based Enrollment* This is a practitioner-focused course introducing frameworks, tools, and skills
to effectively manage negotiations in a variety of professional and personal settings. Our approach is
primarily experiential, and we will engage in hands-on negotiation simulations and/or exercises in every
class session. These simulations are designed to enhance skills, demonstrate particular concepts, and
provide opportunities to experiment with various negotiation techniques. We will cover negotiation topics
such as preparation, value creation, distribution, power, identity, difficult tactics, advanced listening,
difficult conversations, and multiparty negotiation. Our approach is guided by theories of principled or
interest-based negotiation, as outlined in Getting to Yes and other texts. A central feature of the course will
be self-reflection: students will develop a practice of reviewing their negotiations and developing best
practices. In particular, this course will ask you to do some personal work and reflection on how you came
to be the negotiator you are. Written work will consist of regular self-reflective journal assignments. This is
a team-taught course.
Must be taken Satisfactory/No Credit.
Class Notes:
This course meets six consecutive Fridays: October 18, October 25,
November 1, November 8, November 15, November 22. The first class on
October 18 will run 8:30-4:30. All subsequent classes will run 8:30-3:30.
Each class will have a 90-minute lunch break from 12:00-1:30.
Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment XREG Allowed
HGSE: Content negotiation
HGSE: Pedagogy team-based learning
HGSE: Competencies engage in difficult conversations
HGSE: Pedagogy peer learning
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content leadership
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy experiential learning
HGSE: Limited Enrollment HGSE IN PERSON COURSES
Education A501 Section: S01
Negotiation Workshop (203733)
Whitney Benns
Deborah Goldstein
Gillien Todd
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Samuel Straus
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0325 PM
Instructor Permissions:
Instructor
Enrollment Cap:
72
*Lottery-Based Enrollment* This is a practitioner-focused course introducing frameworks, tools, and skills
to effectively manage negotiations in a variety of professional and personal settings. Our approach is
primarily experiential, and we will engage in hands-on negotiation simulations and/or exercises in every
class session. These simulations are designed to enhance skills, demonstrate particular concepts, and
provide opportunities to experiment with various negotiation techniques. We will cover negotiation topics
such as preparation, value creation, distribution, power, identity, difficult tactics, advanced listening,
difficult conversations, and multiparty negotiation. Our approach is guided by theories of principled or
interest-based negotiation, as outlined in Getting to Yes and other texts. A central feature of the course will
be self-reflection: students will develop a practice of reviewing their negotiations and developing best
practices. In particular, this course will ask you to do some personal work and reflection on how you came
to be the negotiator you are. Written work will consist of regular self-reflective journal assignments. This is
a team-taught course.
Must be taken Satisfactory/No Credit.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content negotiation
HGSE: Competencies collaborate
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy peer learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies engage in difficult conversations
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy small-group discussion
HGSE: Content leadership
HGSE: Pedagogy team-based learning
HGSE: Pedagogy experiential learning
Education A608
Section: 01
Leadership, Entrepreneurship, and Learning (180237)
Uche Amaechi
2024 Fall (4 Credits)
Schedule:
TR 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
80
*Lottery-Based Enrollment* This course focuses on how leaders of organizations, both large and small,
public and private, translate good ideas into action. These ideas may be entrepreneurial in nature and entail
starting new ventures, or they may be intrapreneurial in nature and entail implementing new initiatives
within existing organizational structures. We will focus on how leaders can shape and influence complex
decision processes regarding innovative and entrepreneurial ideas most effectively. We will examine both
those decisions that were flawed and those that were successful in order to derive lessons about
leadership and learning in dynamic, complex, and highly uncertain organizational environments, including
the education sector, among others. The course will be largely discussion-based and include cases,
exercises, and multimedia materials with examples of leadership from a diverse range of contexts. Students
will be expected to come to class prepared and ready for discussion, and, if called upon, to role-play their
recommendations and take a stand as well. This is a required course for first-year EdLD students.
Admission is by lottery, please follow the lottery instructions on the website of the Office of the Registrar.
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HGSE students given preference.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop a theory of action
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content group dynamics
HGSE: Content values
HGSE: Content community
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy simulation/role play
HGSE: Competencies make a presentation
HGSE: Content nonprofits
HGSE: Content identity
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies build partnership
HGSE: Content ethics
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Competencies think strategically
HGSE: Content diversity equity inclusion
HGSE: Content accountability
HGSE: Competencies write a research/analytic paper
HGSE: Content teachers
HGSE: Content social contexts
HGSE: Content system-level leadership
HGSE: Content entrepreneurship
HGSE: Competencies diagnose complex problems
HGSE: Competencies collaborate
HGSE: Content psychology
HGSE: Content higher education
HGSE: Content principals
HGSE: Content organizations
HGSE: Content negotiation
HGSE: Content pedagogy
HGSE: Content innovation
HGSE: Content adult development
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content process improvement
HGSE: Content social justice
HGSE: Content strategic planning
HGSE: Content culture
HGSE: Content partnerships
HGSE: Content decision-making
HGSE: Content teams
HGSE: Content relationships
HGSE: Content school reform
HGSE: Content motivation
HGSE: Content scaling
HGSE: Content leadership
HGSE: Pedagogy case-method learning
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Education A608 Section: S01
Leadership, Entrepreneurship, and Learning (180237)
Uche Amaechi
2024 Fall (4 Credits)
Schedule:
T 0400 PM - 0425 PM
Instructor Permissions:
Instructor
Enrollment Cap:
60
*Lottery-Based Enrollment* This course focuses on how leaders of organizations, both large and small,
public and private, translate good ideas into action. These ideas may be entrepreneurial in nature and entail
starting new ventures, or they may be intrapreneurial in nature and entail implementing new initiatives
within existing organizational structures. We will focus on how leaders can shape and influence complex
decision processes regarding innovative and entrepreneurial ideas most effectively. We will examine both
those decisions that were flawed and those that were successful in order to derive lessons about
leadership and learning in dynamic, complex, and highly uncertain organizational environments, including
the education sector, among others. The course will be largely discussion-based and include cases,
exercises, and multimedia materials with examples of leadership from a diverse range of contexts. Students
will be expected to come to class prepared and ready for discussion, and, if called upon, to role-play their
recommendations and take a stand as well. This is a required course for first-year EdLD students.
Admission is by lottery, please follow the lottery instructions on the website of the Office of the Registrar.
HGSE students given preference.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content group dynamics
HGSE: Content community
HGSE: Content partnerships
HGSE: Content process improvement
HGSE: Content higher education
HGSE: Content principals
HGSE: Content values
HGSE: Content motivation
HGSE: Content scaling
HGSE: Content system-level leadership
HGSE: Content teachers
HGSE: Content school reform
HGSE: Content entrepreneurship
HGSE: Pedagogy guest speaker(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies diagnose complex problems
HGSE: Competencies build partnership
HGSE: Content relationships
HGSE: Content leadership
HGSE: Pedagogy team-based learning
HGSE: Competencies make a presentation
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content teams
HGSE: Content negotiation
HGSE: Content identity
HGSE: Content ethics
HGSE: Content adult development
HGSE: Competencies think strategically
HGSE: Content psychology
HGSE: Content organizations
HGSE: Content culture
HGSE: Competencies collaborate
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HGSE: Content accountability
HGSE: Pedagogy case-method learning
HGSE: Competencies develop a theory of action
HGSE: Content social contexts
HGSE: Content nonprofits
HGSE: Content social justice
HGSE: Content strategic planning
HGSE: Content pedagogy
HGSE: Content diversity equity inclusion
HGSE: Content decision-making
HGSE: Content innovation
HGSE: Pedagogy simulation/role play
Course Search Attributes Display Only in Course Search
Education A612
Section: 1
Organizing: People, Power, Change (219991)
Marshall Ganz
2025 Spring (4 Credits)
Schedule:
TR 0130 PM - 0245 PM
SS 0900 AM - 0500 PM
SS 0900 AM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Fulfilling the democratic promise of equity, accountability, and effectiveness requires the participation of
an "organized" citizenry able to formulate, articulate, and assert its shared interests. Organizing, in turn,
requires leadership: accepting responsibility for enabling others to achieve shared purpose in the face of
uncertainty. Organizers ask three core questions:
• Who are my people?
• What is the change we need?
• How can we turn our resources into the power we need to achieve that change?
Organizers learn to identify, recruit and develop leadership, build community with that leadership, and
create power from resources of that community.
This practicum has two modes.
During the first part of the course, Campaign Design, students participate in an 18-day "courseshop",
bookended by two 2.5 day weekend workshops during the weekends of February 14th-16th & February 28th
- March 2nd. Students learn with plenary lectures, small group practice and coaching. Requirements
include consistent attendance, active participation, selected readings, a 600 word pre-module paper and a
700 word post-module paper. In the 12 days between the two weekend workshops this module will require
approximately 15 hours of work (one-to-ones with constituents, team meetings, and meetings with your
Teaching Fellow).
In the second half of the course, Campaign Leadership, students participate in plenary sessions on
Tuesdays and in sections on Thursdays, from March 24th to May 2nd. In plenary, we focus on challenges
that arise from running an organizing campaign, gain insights from cases, readings, lecture and
discussion. In section, we coach each team's practice leading their campaign as they meet new challenges
and discover new opportunities.
You will learn not only "about" these practices. You will learn to practice them experientially, coach others
in the practice, and receive coaching yourself. We encourage a "growth mindset" for this practicum: try
new things, take some risks, ask new questions.
This practicum is for students interested in learning to create social change through collective action.
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There are no prerequisites to enroll in the course. Students with and without "real world" organizing
experience can find the class equally useful. Students with a strong commitment to the community,
organization, or values on behalf of which they are working will be most successful. Because it is a course
in practice, it requires trying new things, risking failure, and stepping outside one's comfort zone. As
reflective practitioners, students learn through critical reflection on their experience, feedback, and
coaching. Be certain you are prepared for the emotional, behavioral, and conceptual challenges in which
the work of organizing is grounded.
Permission of instructor required. Please see class note for further instruction.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content politics
HGSE: Content lgbtq
HGSE: Content nonprofits
HGSE: Content civic engagement
HGSE: Pedagogy project-based learning
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Competencies make a speech
HGSE: Competencies practice equity and inclusion
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content values
HGSE: Content civil rights
HGSE: Content culture
HGSE: Content partnerships
HGSE: Pedagogy field-based project
HGSE: Pedagogy lecture
HGSE: Pedagogy internship
HGSE: Competencies deliver a lesson
HGSE: Content social justice
HGSE: Content teaching for understanding
HGSE: Content curriculum development
HGSE: Content motivation
HGSE: Content strategic planning
HGSE: Content negotiation
HGSE: Content diversity equity inclusion
HGSE: Content learning differences
HGSE: Pedagogy design thinking
HGSE: Competencies facilitate group process
HGSE: Content organizations
HGSE: Content gender
HGSE: Content immigration
HGSE: Content innovation
HGSE: Competencies engage families
HGSE: Competencies build partnership
HGSE: Content group dynamics
HGSE: Content learning and teaching
HGSE: Content system-level leadership
HGSE: Pedagogy peer learning
HGSE: Pedagogy discussion sections
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies develop a theory of action
HGSE: Content history
HGSE: Content identity
HGSE: Content ethnic studies
HGSE: Content leadership
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HGSE: Competencies engage in difficult conversations
HGSE: Content advocacy
HGSE: Content higher education
HGSE: Content teams
HGSE: Content relationships
HGSE: Content social development
HGSE: Content race/ethnicity
HGSE: Pedagogy case-method learning
HGSE: Competencies make a presentation
HGSE: Competencies think strategically
HGSE: Content coaching
HGSE: Content pedagogy
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
Education A650 Section: 1
Indigenous Philosophies for the Technological Age (224900)
Mathias Risse
2024 Fall (4 Credits)
Schedule:
MW 1030 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
15
The future of humanity depends on how we will manage to live with the technological
revolutions that happen all around us. This is a good time to bring voices into the
discussion that have long been excluded from impactful discussions about the future of
humanity: voices of indigenous people, whose received wisdom reflects millennia of
sustainable living in their respective contexts. Some of this wisdom has been worked out
in distinctive indigenous philosophies, and the focus of this class is to explore some of
these philosophies and assess what lessons they teach for the technological age. A focus
is on indigenous authors from the U.S., but we encounter authors and perspectives from
all continents. Topics we explore through the lens of indigenous philosophies include
attitudes towards nature; views on technology generally; the Anthropocene; traditional
ecological knowledge; artificial intelligence; genome-editing; geo-engineering; human
rights; and the meaning of life. Engaging with indigenous perspectives on these matters is
likely to have a transformative effect on how one approaches the big questions of the 21st
century.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education A701
Section: 01
Creating the Future of American Postsecondary Education (216684)
Francesca Purcell
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
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Students will become deeply familiar with the contemporary American postsecondary education landscape,
gaining an understanding of its great strengths and many challenges, and will develop their own
professional vision around their contributions to the field for years to come. First, we will examine key data
and trends to better understand the student journey into and through postsecondary education. Our
analysis will include how different groups of students are served before, during, and after their
postsecondary education experience relative to race and ethnicity, gender, income-level, and other factors.
We will then turn to an exploration of selected major issues that postsecondary education administrators
and policymakers will likely continue to grapple with into the future and develop strategies about ways
forward. Throughout the class, students will develop and strengthen fundamental professional skills and
have opportunities to reflect upon career options and develop professional networks.
This course is limited to students enrolled in the Higher Education Concentration
Requirements: Must be Higher Education Student or have permission of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Content social justice
HGSE: Pedagogy lecture
HGSE: Competencies examine trends
HGSE: Content postsecondary education
HGSE: Pedagogy peer learning
HGSE: Competencies understand data
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy small-group discussion
HGSE: Content descriptive statistics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
Education A710B Section: 1
Mission and Money: Institutional Advancement in Higher Education (180266)
Joseph Zolner
2024 Fall (2 Credits)
Schedule:
F 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This two-credit module provides a conceptual and practical introduction to the institutional advancement
function within colleges and universities, with particular emphasis on the role of institutional advancement
in shaping and supporting comprehensive campus strategy. All four components of a robust institutional
advancement operation (fundraising, alumni relations, communications/marketing, and advancement
services) will be considered. Through use of case studies, a segment of the course will examine
institutional advancement "in action," highlighting how, at their best, resource development activities
should complement and leverage larger campus strategic priorities and objectives. Issues to be
considered include: How is the institutional advancement function best organized and managed? What
recent trends in educational philanthropy are affecting and, potentially, altering administrative practice
among institutional advancement professionals? In-class group presentations on current controversies
and contentious institutional advancement issues will be completed at the close of the course. This
module is one of several higher education-related courses recommended for Ed.M. students in the Higher
Education Concentration and will draw exclusively on examples and practices from the higher education
sector. However, those with broader interests in non-profit resource development may also find course
concepts of professional relevance and practical value.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Content strategic planning
HGSE: Content fundraising
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a research/analytic paper
HGSE: Content higher education
HGSE: Content nonprofits
HGSE: Pedagogy small-group discussion
HGSE: Content decision-making
HGSE: Pedagogy case-method learning
Education A710N Section: 1
Why Can't Higher Education Change? Obstacles and Opportunities (224840)
Brian Rosenberg
2025 Spring (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Resistance within traditional higher education to anything more than incremental change is profound. We
will in this class explore the causes for this resistance and explore questions including the following: Why
is an industry populated by so many people who identify as politically liberal so conservative when it
comes to its own practices? Why are scholars whose
disciplines are constantly evolving so reluctant to embrace institutional evolution? Why do colleges and
universities that so often speak in their mission statements about the transformative power of education
find it so difficult to transform themselves? In addition to examining the obstacles to change, we will
explore strategies for overcoming those obstacles and consider the various forms that higher education
might take in the future.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
HGSE: Content process improvement
HGSE: Content governance
HGSE: Content strategic planning
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy readings
HGSE: Content leadership
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Competencies analyze qualitative data
HGSE: Content college access
HGSE: Content financial management
HGSE: Content decision-making
HGSE: Pedagogy discussion sections
HGSE: Competencies debate
HGSE: Competencies diagnose complex problems
HGSE: Content higher education
HGSE: Content diversity equity inclusion
HGSE: Content innovation
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HGSE: Pedagogy reflective writing
HGSE: Competencies analyze quantitative data
HGSE: Competencies analyze arguments
HGSE: Content higher-education access
HGSE: Pedagogy guest speaker(s)
Course Search Attributes Display Only in Course Search
HGSE: Competencies practice equity and inclusion
HGSE: Competencies think strategically
HGSE: Content pedagogy
HGSE: Pedagogy research project
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies leadership
HGSE: Content entrepreneurship
HGSE: Content postsecondary education
Education A710Z Section: 01
Brave Leadership: Courage and Transformation in US Higher Education (218855)
Timothy McCarthy
Susan Marine
2025 Spring (2 Credits)
Schedule:
TR 0630 PM - 0900 PM
S 1000 AM - 1230 PM
S 0230 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
35
*Lottery-based Enrollment* This course will engage students in an exploration of what it means to be a
courageous and transformative leader in U.S. higher education. Over the last two generations,
neoliberalism and its fixation on profit, productivity, and performance has left higher education in a state of
deep moral crisis, far afield from the values of "democracy" and "diversity" it regularly espouses. Naming
and changing the vast forms of inequity and hypocrisy in higher education requires a bold integration of
theory and practice—praxis—that is at once strategic, visionary, and ethically committed to transformation.
This course will explore diverse case studies of brave leadership in higher education in the United States
from the 1960s to the present. It will also offer our students the opportunity to both reflect on their own
lived experiences with higher education and develop tools for transformation as they work to become
courageous and transformative leaders in their own right.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies synthesize readings
HGSE: Competencies write a research/analytic paper
HGSE: Competencies leadership
HGSE: Content relationships
HGSE: Content decision-making
HGSE: Limited Enrollment JAN - Residential Courses
HGSE: Content history
HGSE: Pedagogy guest speaker(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content higher education
HGSE: Content diversity equity inclusion
HGSE: Pedagogy multimedia texts
HGSE: Content leadership
HGSE: Content system-level leadership
HGSE: Competencies develop a theory of action
HGSE: Competencies think strategically
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HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy readings
Course Search Attributes Display Only in Course Search
Education A729 Section: 1
Equitable Practices in Higher Education: Support for First-Gen, Low-Income, and Immigrant Students. (223025)
Jaein Lee
2024 Fall (2 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
With commitment to equal access and inclusion, many universities have welcomed marginalized students,
including first-generation, low-income (FGLI), immigrant and ethnically minoritized students to pursue
higher education. Yet, simply granting access without providing proper support is still far from equity. In
response to low retention, some universities have built programs and centers to support underrepresented
students, but many of these spaces have had little success in engaging students, further demonstrating the
need for new approaches in serving FGLI, undocumented, or other marginalized students. In this course,
we examine current support programs and practices in higher education institutions and analyze the
different approaches that may perpetuate dominant cultural values and beliefs. As a class, we will have the
opportunity to 1) reflect on and examine our current practices and values as educators (that are often
unquestioned), (2) explore marginalized students' abilities and perspectives (to encourage shifting away
from deficit-based approaches), and (3) develop programs that center on what students want and need,
rather than what we, as educators, believe it is important for them to learn. By integrating critical theories
and analyzing dominant and non-dominant perspectives, students will develop alternative approaches for
working with FGLI, immigrant, and ethnically minoritized students.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies E&O Electives
Education A730C Section: 1
International Higher Education Policy
(224669)
Francesca Purcell
2025 Spring (2 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education A734 Section: 01
Cultural and Social Inequality in Higher Education (223895)
Jaein Lee
HARVARD UNIVERSITY
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2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
College education is perceived as the "great equalizer," especially for students who come from low-income
and racially-ethnically marginalized communities. Yet, studies have contested this view by demonstrating
how universities have institutional policies, practices, and structures to maintain social inequality. In this
module, students will be introduced to theoretical and empirical studies on the role of social class and
culture in higher education in the United States. The aim of this course is to examine the different ways that
higher education institutions have shaped practices and structures that segregate students by class, race,
ethnicity, and/or citizenship among others. Studying higher education in relation to the broader society (i.e.,
taking a sociological lens) is critical in understanding how universities maintain their status quo despite the
growing initiatives in creating equitable and inclusive campuses.
By learning about and engaging with sociological theories and frameworks, students will understand how
inequity issues in colleges are interconnected to other social policies and cultural conditions in our
society. In addition to research studies, students will also read current news and opinion articles, and
examine current issues using a sociological lens. Students will be asked to critically examine universities'
dominant practices, including established initiatives and programs, and develop new approaches that
challenge the status quo. In this course, students will expand their views of higher education institutions as
a context beyond educational institutions and analyze them as social organizations that both influence and
are influenced by social conditions. Finally, while examining factors creating inequality, students will also
learn about critical frameworks and tools to think in new ways of addressing inequities as agents of change
in higher education.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies E&O Electives
Education A747 Section: 1
Strategic Enrollment Management
(223041)
Drew Allen
2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Colleges and universities are facing unprecedented challenges and uncertainty relating to student
enrollment. From dramatic demographic shifts in college-going populations to new policies relating to the
admissions process and the use of standardized tests, these changes require strategic enrollment
management solutions that cut across traditional institutional boundaries. This module provides an
overview of strategic enrollment management, including recruitment, marketing, admissions, financial aid,
student retention, and strategic enrollment planning. Students will participate in class discussions of
readings and will collaborate on a multi-week group exercise that models the real-world considerations of
working in an admissions office of an institution of higher education. Although the primary goal is to build
students' understanding of foundational enrollment management processes, the course will also engage
students in controversial topics and current debates that have a significant impact on the field, including
race-conscious admission and ethics in the use of predictive analytics. Most readings and cases center on
the undergraduate context; however, select examples may be drawn from graduate and international
admissions and enrollment, depending on students' interests.
This module has no formal prerequisite courses, and it has been designed to meet the needs of students
without prior quantitative, data analysis, or higher education coursework. The course offers an introduction
to enrollment management for students in the Higher Education concentration and for anyone who is
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interested in policy and practice relating to college admissions, financial aid, and enrollment management.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content strategic planning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies apply economic concepts
HGSE: Competencies collaborate
HGSE: Content admissions
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy discussion sections
HGSE: Content higher education
HGSE: Content financial aid
HGSE: Competencies write a research/analytic paper
HGSE: Content college access
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
Education A770 Section: 1
Higher Education Leadership & Governance (180305)
Liya Escalera
2025 Spring (4 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
In this course, we will explore leadership and governance in colleges and universities, with a focus on
approaches to leadership that advance access to higher education and equitable student outcomes. We will
examine core components of effective leadership within the context of American higher education as it
relates to multiple institutional types, perspectives, and roles. We will consider how effective leaders
identify and implement strategic priorities, lead through change, foster innovation, and respond to crises.
This course assumes that students have diverse leadership experiences, and they will be encouraged to
draw upon these experiences to investigate, question and/or challenge ideas presented in readings and
class activities. Through small and large-group discussions, written assignments, interviews with leaders,
simulations, case studies, and presentations, students will develop core leadership skills as they reflect
upon their leadership strengths and opportunities for growth.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a case study
HGSE: Content decision-making
HGSE: Pedagogy small-group discussion
HGSE: Competencies write a literature review
HGSE: Content politics
HGSE: Content leadership
HGSE: Pedagogy case-method learning
HGSE: Competencies make a presentation
HGSE: Content nonprofits
HGSE: Competencies analyze arguments
HGSE: Content negotiation
HGSE: Pedagogy multimedia texts
HGSE: Content organizations
HGSE: Content group dynamics
All: Cross Reg Availability Available for Harvard Cross Registration
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HGSE: Content strategic planning
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy reflective writing
Education A801 Section: 1
Education Policy Analysis and Research in Comparative Perspective (180311)
Fernando Reimers
2024 Fall (4 Credits)
Schedule:
F 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
How can policy analysts, leaders, consultants, and social entrepreneurs help improve educational
opportunity around the world? How can policy analysis help poor and marginalized children get a relevant
and meaningful education, that matters to their future life prospects and to the development of the societies
in which they live? How can education support the development of inclusive and sustainable societies?
This course examines key contemporary educational global challenges and debates, focusing on options to
effect systemic change in public education systems. We will discuss current global efforts to increase the
quality and relevancy of education. We will examine the role of international agencies and governments in
advancing policy reform, and study various approaches to shaping policy reform. Students will conduct a
policy analysis for a client examining how to align education policy to advance social equity, strengthen
democracy and address climate change. The course may be of interest to students interested in education
policy and leadership roles in system level reform in global contexts and in learning to draw lessons from
international and comparative education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content school reform
HGSE: Pedagogy simulation/role play
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content strategic planning
HGSE: Competencies manage a consulting project
HGSE: Pedagogy experiential learning
HGSE: Competencies debate
HGSE: Competencies collaborate
HGSE: Content social contexts
HGSE: Pedagogy discussion sections
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy team-based learning
HGSE: Competencies make a presentation
HGSE: Competencies make policy recommendations
HGSE: Competencies think strategically
HGSE: Content policy
HGSE: Competencies write a research/analytic paper
HGSE: Competencies write a policy memo
HGSE: Content global/international context
HGSE: Content school systems
HGSE: Pedagogy project-based learning
Education A801
Section: S01
Education Policy Analysis and Research in Comparative Perspective (180311)
Fernando Reimers
HARVARD UNIVERSITY
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2024 Fall (4 Credits)
Schedule:
T 1030 AM - 1055 AM
Instructor Permissions:
Instructor
Enrollment Cap:
60
How can policy analysts, leaders, consultants, and social entrepreneurs help improve educational
opportunity around the world? How can policy analysis help poor and marginalized children get a relevant
and meaningful education, that matters to their future life prospects and to the development of the societies
in which they live? How can education support the development of inclusive and sustainable societies?
This course examines key contemporary educational global challenges and debates, focusing on options to
effect systemic change in public education systems. We will discuss current global efforts to increase the
quality and relevancy of education. We will examine the role of international agencies and governments in
advancing policy reform, and study various approaches to shaping policy reform. Students will conduct a
policy analysis for a client examining how to align education policy to advance social equity, strengthen
democracy and address climate change. The course may be of interest to students interested in education
policy and leadership roles in system level reform in global contexts and in learning to draw lessons from
international and comparative education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content politics
HGSE: Competencies conduct an interview
HGSE: Competencies analyze arguments
HGSE: Content school reform
Course Search Attributes Display Only in Course Search
HGSE: Content strategic planning
HGSE: Content evaluation
HGSE: Pedagogy peer learning
HGSE: Competencies make a presentation
HGSE: Competencies develop a theory of action
HGSE: Content policy
HGSE: Pedagogy project-based learning
HGSE: Competencies write a research/analytic paper
HGSE: Competencies write a policy memo
HGSE: Content global/international context
HGSE: Content decision-making
HGSE: Pedagogy research project
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy discussion sections
HGSE: Competencies collaborate
HGSE: Content system-level leadership
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a literature review
HGSE: Competencies think strategically
HGSE: Pedagogy lecture
Education A810 Section: 01
International Education Finance (223001)
Shelby Carvalho
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This course examines education finance and international aid to the education sector in low-and middle-
income countries through a lens that strives to capture the technical, economic, and political dynamics of
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resources for education. We will explore the international aid architecture with a focus on the actors
involved in financing education in developing country contexts, the role of international donors in
education planning and financing education policy, as well as think critically about the politics of
international aid to education. A core focus of the class will be mastering the art of working with education
finance and international aid data. The final project is an analytic policy brief on a topic the student's
choosing that can be used as a professional writing sample.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education A811B8 Section: 1
Reimagining Education: Intrinsic Motivation, Curiosity and Passion
(225024)
Members of the Faculty
2024 Fall (1 Credits)
Schedule:
W 0430 PM - 0645 PM
F 0130 PM - 0345 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Dr. Rana Dajani,
Robert Bosch Fellow in Germany, a professor of molecular biology at the Hashemite University in Jordan.
Education in the past two centuries has been a top-down and rigid process of learning. Today, as we
advance along the 21st century into an unknown future, we ask ourselves, what will education look like?
What do future generations need to live in harmony with fellow humans and nature? In this course, we will
embark on a journey of discovery to reimagine education and explore diverse approaches to learning based
on intrinsic motivation, curiosity and passion. Drawing from examples around the world, students will
explore their own versions of imagined futures to enrich the pedagogy landscape. Informed by science, we
will explore questions, such as: Who defines education? What are some of the different forms of learning?
How can we reimagine learning? How does learning differ and why? How wild can we go? We will explore
what education may look like as we enter the digital age. Through a series of hands-on activities, including
storytelling, art, drama, games and community action, students will have opportunities to challenge
themselves, discover their own agency, and stimulate innovation while having fun. The goal of the course
is not only to challenge assumptions but also think critically about the trajectories of human behavior and
become innovative changemakers, by adopting human-centered design approaches.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A811B8 Section: S01
Reimagining Education: Intrinsic Motivation, Curiosity and Passion
(225024)
Members of the Faculty
2024 Fall (1 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
None
Enrollment Cap:
30
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Dr. Rana Dajani,
Robert Bosch Fellow in Germany, a professor of molecular biology at the Hashemite University in Jordan.
HARVARD UNIVERSITY
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Education in the past two centuries has been a top-down and rigid process of learning. Today, as we
advance along the 21st century into an unknown future, we ask ourselves, what will education look like?
What do future generations need to live in harmony with fellow humans and nature? In this course, we will
embark on a journey of discovery to reimagine education and explore diverse approaches to learning based
on intrinsic motivation, curiosity and passion. Drawing from examples around the world, students will
explore their own versions of imagined futures to enrich the pedagogy landscape. Informed by science, we
will explore questions, such as: Who defines education? What are some of the different forms of learning?
How can we reimagine learning? How does learning differ and why? How wild can we go? We will explore
what education may look like as we enter the digital age. Through a series of hands-on activities, including
storytelling, art, drama, games and community action, students will have opportunities to challenge
themselves, discover their own agency, and stimulate innovation while having fun. The goal of the course
is not only to challenge assumptions but also think critically about the trajectories of human behavior and
become innovative changemakers, by adopting human-centered design approaches.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
All: Cross Reg Availability Available for Harvard Cross Registration
Education A811B9 Section: 1
South Africa 30 Years Later: Changing Schools in Challenging Contexts
(225001)
Members of the Faculty
2024 Fall (1 Credits)
Schedule:
W 0430 PM - 0645 PM
F 0130 PM - 0345 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Professor
Jonathan Jansen, Distinguished Professor of Education at Stellenbosch University and immediate past
President of the Academy of Science of South Africa. In the three decades since the end of apartheid, have
education reforms in South Africa delivered on the promise of greater equity between former white and
Black schools? The course examines this question through the medium of two specific cases - school
functionality and racial integration. In the first case, the class will engage real datasets from a Black school
with the lowest educational attainments in its district and where the presenter is currently working as a
turnaround specialist. In the second case, the class will examine recent research that sets out to explain
why in a Black majority country there are still white majority schools. Through the lens of the politics of
policymaking, students will grapple not only with change but especially continuities in South African
education despite vigorous reforms to undo apartheid's legacy. There are lessons here for school reform in
other parts of the world.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A811B9 Section: S01
South Africa 30 Years Later: Changing Schools in Challenging Contexts (225001)
Members of the Faculty
2024 Fall (1 Credits)
Schedule:
T 0200 PM - 0225 PM
HARVARD UNIVERSITY
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Instructor Permissions:
None
Enrollment Cap:
30
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Professor
Jonathan Jansen, Distinguished Professor of Education at Stellenbosch University and immediate past
President of the Academy of Science of South Africa. In the three decades since the end of apartheid, have
education reforms in South Africa delivered on the promise of greater equity between former white and
Black schools? The course examines this question through the medium of two specific cases - school
functionality and racial integration. In the first case, the class will engage real datasets from a Black school
with the lowest educational attainments in its district and where the presenter is currently working as a
turnaround specialist. In the second case, the class will examine recent research that sets out to explain
why in a Black majority country there are still white majority schools. Through the lens of the politics of
policymaking, students will grapple not only with change but especially continuities in South African
education despite vigorous reforms to undo apartheid's legacy. There are lessons here for school reform in
other parts of the world.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
Education A811C1 Section: 1
Leading Systemic Change in a Complex, Multi-Stakeholder Education Ecosystem: A Global Perspective (224996)
Members of the Faculty
2024 Fall (1 Credits)
Schedule:
W 0430 PM - 0645 PM
F 0130 PM - 0345 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Najelaa Shihab,
Indonesian educator and founder of multiple schools and education initiatives.
Education improvement is widely acknowledged as a formidable problem, influenced by complex factors
within the education system and external issues from various sectors. This module serves as a forum to
explore strategies for systematically addressing complex education problems through collaborative efforts
that engage multiple stakeholders. Grounded in Indonesian experiences, the discussion will begin by
emphasizing the importance of contextual understanding in tackling educational challenges and fostering
partnerships.
The sessions will cover key topics such as school-family-community collaboration for educational equity,
policies, and public-private partnerships for integrating digital technology in learning, as well as building
networks and strengthening the social capital of community-based organizations and teacher associations.
By the end of this course, students are expected to understand the complexities involved in fostering
collaborations and partnerships among stakeholders for education improvement.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A811C1
Section: S01
Leading Systemic Change in a Complex, Multi-Stakeholder Education Ecosystem: A Global Perspective (224996)
HARVARD UNIVERSITY
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Members of the Faculty
2024 Fall (1 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
None
Enrollment Cap:
30
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Najelaa Shihab,
Indonesian educator and founder of multiple schools and education initiatives.
Education improvement is widely acknowledged as a formidable problem, influenced by complex factors
within the education system and external issues from various sectors. This module serves as a forum to
explore strategies for systematically addressing complex education problems through collaborative efforts
that engage multiple stakeholders. Grounded in Indonesian experiences, the discussion will begin by
emphasizing the importance of contextual understanding in tackling educational challenges and fostering
partnerships.
The sessions will cover key topics such as school-family-community collaboration for educational equity,
policies, and public-private partnerships for integrating digital technology in learning, as well as building
networks and strengthening the social capital of community-based organizations and teacher associations.
By the end of this course, students are expected to understand the complexities involved in fostering
collaborations and partnerships among stakeholders for education improvement.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
Course Search Attributes Display Only in Course Search
Education A811C2 Section: 1
Promoting adolescents' ethnic-racial identity in Europe: Insights from the Identity Project in Italy
(224995)
Members of the Faculty
2025 Spring (1 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Ughetta
Moscardino, Associate Professor in the Department of Developmental Psychology and Socialization at the
University of Padova, Italy.
In the past decade, Europe has witnessed an unprecedented increase in immigration flows due to a
combination of social, economic, and geopolitical factors. Youth under the age of 18 make up a sizeable
part of the immigrant population and often face significant challenges in their adaptation process. Among
these, forming a positive ethnic-racial identity (ERI) is an essential developmental task that contributes to
short and long-term psychosocial adjustment among both minoritized and majority adolescents. Yet,
intervention efforts supporting youth in the achievement of a clear sense of their ERI are rare, especially in
Europe. An exception is the Identity Project, a school-based curriculum developed in the U.S. to provide
adolescents with tools and strategies to engage with their ethnic-racial background(s). Given its efficacy
and effectiveness, several scholars in Europe have started adapting and implementing the program in their
respective countries, yielding encouraging results that also highlight nuances in different cultural contexts.
The goal of this course is to examine if and how a universal, school-based intervention like the Identity
project can promote ERI development in countries that profoundly differ from the U.S. in terms of history,
societal structure, and immigration policies. Specifically, the following topics will be addressed: (1) The
socio-cultural context of ERI development in Europe; (2) Cultural adaptation of the Identity Project
intervention in Italy: issues and challenges; (3) Implementing the Identity Project with high school students
and unaccompanied immigrant minors: Lessons learned.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A811C3 Section: 1
Education and Prosperity: The Knowledge Capital of Nations and How to Nurture It (225023)
Members of the Faculty
2025 Spring (1 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Dr. Ludger
Woessmann, Director of the ifo Center for the Economics of Education and Professor of Economics at the
University of Munich. How does students' achievement in basic math and science skills relate to
individuals' and countries' future economic prosperity? Which factors inside and outside of school affect
educational achievement? This course explores these questions based on current research and findings
from various international experiences. The covered research draws partly on large-scale cross-country
achievement tests, as well as novel unstructured big data sources such as LinkedIn profiles and Facebook
interests. In addition to the ideas and substantive findings of recent research, the course will also discuss
tools and methods employed to reach these conclusions. Some of the topics that will be covered in this
course include: the world distribution of student achievement: Global universal basic skills; education and
labor markets: LinkedIn profiles and returns to multidimensional skills; school systems and student
achievement: Testing and autonomy; and non-school interventions and student achievement: Mentoring
and family disadvantage.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A811C4 Section: 1
Empowering Equity: School-University Partnerships for Inclusive Educational Success
(224994)
Members of the Faculty
2025 Spring (1 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is part of the Chen Yidan Visiting Global Fellows program. It will be taught by Lotte Henrichs,
Assistant Professor in the Education department at Utrecht University.
In this course, Lotte Henrichs will explore the factors driving educational inequality in Northern Europe and
demonstrate how school-university partnerships can address these issues. Given the multifaceted nature
of educational inequity—ranging from systemic issues to classroom dynamics—diverse expertise from
educational practice, policy, and science is essential for effective solutions. The course will examine how
strong school-university partnerships can enhance family-school collaborations, promoting success for
learners from diverse socio-economic and cultural backgrounds. Emphasis will be placed on the school
leadership perspective. This interactive course combines theoretical insights on educational inequities and
successful school-university partnerships with personal reflection. Students will explore their own interests
and influence, discussing potential dilemmas in their practice and envisioning their advisory role in
partnerships that combat inequity.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A826 Section: 1
The Politics of Education in the Developing World (203621)
Shelby Carvalho
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
How do teachers' unions impact education policy? What role does democracy have on access to and
the quality of education? What is the effect of decentralization on parental participation and educational
outcomes? This course will explore these and other questions as we consider the role that political
constraints play in the provision of education across the developing world. We will ask who the key actors,
interests, and incentives are in education politics through individual case studies, political science theory,
and empirical examples. The course will also have a strong emphasis on writing with a project that hones
students' ability to convey ideas for diverse popular audiences. Through this course, students will
learn to identify and critique power relations, the incentives of actors, the options such circumstances
present, and how to best engage diverse actors in education policy making. The course emphasizes real-
world examples and policies, and students will gain a broader understanding of the incentives and
constraints political actors face in the developing world and how to engage such contexts effectively.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies engage in difficult conversations
HGSE: Pedagogy discussion sections
HGSE: Competencies understand data
HGSE: Competencies write a research/analytic paper
HGSE: Competencies analyze arguments
HGSE: Competencies E&O Electives
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies debate
HGSE: Content global/international context
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Content economic development
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Competencies write a research article
HGSE: Content program evaluation
HGSE: Pedagogy lecture
HGSE: Content policy
HGSE: Content politics
Education A836
Section: 1
International Students in the US: Overlooked Demands and Opportunities for Universities (224998)
Ziyun Deng
2024 Fall (2 Credits)
Schedule:
MW 1030 AM - 1129 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
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The population of international students in U.S. higher education has doubled in the last 20 years. Specifically, the
number of students from China has grown by 450%, constituting one-third of this population in 2023. But are U.S.
universities sufficiently prepared to support international students for truly diverse, inclusive, and equal learning
experiences as promised?
This module aims to address the gap between the rapidly expanding international student body and the predominantly
domestically oriented U.S. universities. It will adopt a sociolinguistic lens to identify problems (e.g., silence, group
insularity, sense of belonging) and to inform strategies.
On one hand, it will analyze the steep but often overlooked learning curves that require students to decode the hidden
mindsets, values, and power relations behind campus discourses
(e.g., joining and leading the fast-paced classroom discussions, expressing oneself on the increasingly sensitive U.S.
racial and political topics, building friendships through casual chats, etc.)
On the other hand, it will analyze the structural blind spots and lost-in-translation moments that hinder administrators,
faculty, and domestic students from understanding international students
(e.g., admission requirements, curricula, support systems, conversation flows, etc.)
In the final project, students will choose one issue to analyze and develop an oral presentation with textual annotations,
including implications for higher education practitioners or fellow students.
Students who take this course may find some of the following keywords interesting: global student diaspora;
international education; sociolinguistic analysis (e.g., analyzing relationships between people based on their language
use); minority; diversity, equity, inclusion; pre-college/college/graduate.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content global/international context
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies mindset
HGSE: Content advocacy
HGSE: Content adult development
HGSE: Pedagogy socratic discussion
HGSE: Competencies engage in difficult conversations
HGSE: Pedagogy simulation/role play
HGSE: Competencies practice equity and inclusion
HGSE: Competencies diagnose complex problems
HGSE: Competencies analyze qualitative data
HGSE: Content social contexts
HGSE: Content higher education
HGSE: Content adolescent development
HGSE: Pedagogy lecture
HGSE: Competencies identify one's leadership strengths & limitations
Education A836 Section: S01
International Students in the US: Overlooked Demands and Opportunities for Universities (224998)
Ziyun Deng
2024 Fall (2 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
None
Enrollment Cap:
30
The population of international students in U.S. higher education has doubled in the last 20 years. Specifically, the
number of students from China has grown by 450%, constituting one-third of this population in 2023. But are U.S.
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universities sufficiently prepared to support international students for truly diverse, inclusive, and equal learning
experiences as promised?
This module aims to address the gap between the rapidly expanding international student body and the predominantly
domestically oriented U.S. universities. It will adopt a sociolinguistic lens to identify problems (e.g., silence, group
insularity, sense of belonging) and to inform strategies.
On one hand, it will analyze the steep but often overlooked learning curves that require students to decode the hidden
mindsets, values, and power relations behind campus discourses
(e.g., joining and leading the fast-paced classroom discussions, expressing oneself on the increasingly sensitive U.S.
racial and political topics, building friendships through casual chats, etc.)
On the other hand, it will analyze the structural blind spots and lost-in-translation moments that hinder administrators,
faculty, and domestic students from understanding international students
(e.g., admission requirements, curricula, support systems, conversation flows, etc.)
In the final project, students will choose one issue to analyze and develop an oral presentation with textual annotations,
including implications for higher education practitioners or fellow students.
Students who take this course may find some of the following keywords interesting: global student diaspora;
international education; sociolinguistic analysis (e.g., analyzing relationships between people based on their language
use); minority; diversity, equity, inclusion; pre-college/college/graduate.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy socratic discussion
Course Search Attributes Display Only in Course Search
HGSE: Content advocacy
HGSE: Content adult development
HGSE: Pedagogy team-based learning
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies mindset
HGSE: Pedagogy simulation/role play
HGSE: Competencies practice equity and inclusion
HGSE: Competencies engage in difficult conversations
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content adolescent development
HGSE: Content global/international context
HGSE: Competencies analyze qualitative data
HGSE: Content social contexts
HGSE: Pedagogy lecture
HGSE: Content higher education
Education A838
Section: 1
Leveraging US Experiences for Chinese Curriculum and Instruction Reform
(224999)
Ziyun Deng
2024 Fall (2 Credits)
Schedule:
M 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The modern education system in China was borrowed from the U.S. in the 1910s. The 2022 Chinese national standards
have been informed by the Common Core State Standards. However, it is less clear to what extent micro-level
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pedagogical contents and approaches are shared cross-nationally, especially given the current geopolitical tensions.
This module aims to inform the ongoing Chinese national curriculum reform by critically unpacking and distilling
achievements or lessons learned in the U.S. classrooms. It will focus on the content areas of Language Arts, Literature,
and Social Studies in secondary school grades (~12 to 18 years old).
Students will analyze a cross-national sample of lesson units, textbooks, teaching methods, and interpersonal
interactions in classrooms. Materials for analysis will be provided in English. Historical and political backgrounds will
be introduced, as they are crucial for understanding the sources, conditions, and constraints of classroom dynamics.
In the final project, students will revise or develop a lesson plan for a 25- to 40-min class session, based on their chosen
topic and grade level for Chinese secondary school students. The lesson plan will include annotations that demonstrate
synthesized cross-national understanding.
Students will present their work to an audience that includes the national curriculum developers and textbook writers
at the Chinese Ministry of Education.
Students who take this course may be interested in some of these key words and phrases: critically applying U.S.
classroom practices in global contexts; arts and humanities; pedagogical content development; secondary/pre-college
education; international education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content language and literacy
HGSE: Content global/international context
HGSE: Pedagogy readings
HGSE: Competencies design a lesson
HGSE: Competencies think strategically
HGSE: Content curriculum development
HGSE: Content pedagogy
HGSE: Competencies analyze qualitative data
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy socratic discussion
HGSE: Content teachers
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies analyze student data
HGSE: Content instructional design
HGSE: Content classroom instruction
HGSE: Pedagogy project-based learning
HGSE: Pedagogy experiential learning
HGSE: Competencies improve teaching practice
HGSE: Pedagogy lecture
Education A838
Section: S01
Leveraging US Experiences for Chinese Curriculum and Instruction Reform (224999)
Ziyun Deng
2024 Fall (2 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
None
Enrollment Cap:
30
The modern education system in China was borrowed from the U.S. in the 1910s. The 2022 Chinese national standards
have been informed by the Common Core State Standards. However, it is less clear to what extent micro-level
pedagogical contents and approaches are shared cross-nationally, especially given the current geopolitical tensions.
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This module aims to inform the ongoing Chinese national curriculum reform by critically unpacking and distilling
achievements or lessons learned in the U.S. classrooms. It will focus on the content areas of Language Arts, Literature,
and Social Studies in secondary school grades (~12 to 18 years old).
Students will analyze a cross-national sample of lesson units, textbooks, teaching methods, and interpersonal
interactions in classrooms. Materials for analysis will be provided in English. Historical and political backgrounds will
be introduced, as they are crucial for understanding the sources, conditions, and constraints of classroom dynamics.
In the final project, students will revise or develop a lesson plan for a 25- to 40-min class session, based on their chosen
topic and grade level for Chinese secondary school students. The lesson plan will include annotations that demonstrate
synthesized cross-national understanding.
Students will present their work to an audience that includes the national curriculum developers and textbook writers
at the Chinese Ministry of Education.
Students who take this course may be interested in some of these key words and phrases: critically applying U.S.
classroom practices in global contexts; arts and humanities; pedagogical content development; secondary/pre-college
education; international education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Competencies improve teaching practice
HGSE: Content instructional design
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze qualitative data
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content teachers
HGSE: Content pedagogy
HGSE: Competencies design a lesson
HGSE: Competencies analyze student data
HGSE: Content curriculum development
HGSE: Content classroom instruction
HGSE: Pedagogy project-based learning
HGSE: Pedagogy experiential learning
HGSE: Content global/international context
HGSE: Pedagogy socratic discussion
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Content language and literacy
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy lecture
Course Search Attributes Display Only in Course Search
Education A843
Section: 1
Improving Learning in Low- and Middle-Income Countries: Implications for Policy Making
(222993)
Emiliana Vegas
2024 Fall (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
25
*Lottery-Based Enrollment* This class will review the evidence on what we know about learning inequality
in low- and middle-income countries (LMICs), what policies and programs work to reduce learning
inequality in early childhood through secondary education in these settings, and how we can leverage that
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evidence in new contexts. In this discussion-based course, students will learn to: (i) interpret data on the
current state of student learning outcomes in LMICs, looking not just at average learning outcomes but
especially at learning variability across students with varying background characteristics; (ii) analyze gaps
between student learning in LMICs and in high-income countries; (iii) review recent empirical studies of
what works, where, and for whom to improve learning and reduce learning inequality in LMICs; and (iv)
draw policy implications and recommendations for decision-makers to act upon. Students will acquire a set
of practical skills, including conducting a systematic literature review of the evidence on a policy or
intervention of their choice, identifying policy implications from academic research, and preparing briefs
and presentations translating research evidence to education policymakers.
The course is designed for doctoral and Master's students with intermediate quantitative skills interested in
deepening their empirical knowledge of the evidence on policies and programs to improve learning
outcomes in LMICs and translating such evidence to inform decision-makers in diverse settings. Please
note that this course counts toward the Ed.M. Concentration in Global, International, and Comparative
Education (GICE).
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment XREG Allowed
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
Education A843 Section: S01
Improving Learning in Low- and Middle-Income Countries: Implications for Policy Making
(222993)
Emiliana Vegas
2024 Fall (4 Credits)
Schedule:
T 0900 AM - 0925 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-Based Enrollment* This class will review the evidence on what we know about learning inequality
in low- and middle-income countries (LMICs), what policies and programs work to reduce learning
inequality in early childhood through secondary education in these settings, and how we can leverage that
evidence in new contexts. In this discussion-based course, students will learn to: (i) interpret data on the
current state of student learning outcomes in LMICs, looking not just at average learning outcomes but
especially at learning variability across students with varying background characteristics; (ii) analyze gaps
between student learning in LMICs and in high-income countries; (iii) review recent empirical studies of
what works, where, and for whom to improve learning and reduce learning inequality in LMICs; and (iv)
draw policy implications and recommendations for decision-makers to act upon. Students will acquire a set
of practical skills, including conducting a systematic literature review of the evidence on a policy or
intervention of their choice, identifying policy implications from academic research, and preparing briefs
and presentations translating research evidence to education policymakers.
The course is designed for doctoral and Master's students with intermediate quantitative skills interested in
deepening their empirical knowledge of the evidence on policies and programs to improve learning
outcomes in LMICs and translating such evidence to inform decision-makers in diverse settings. Please
note that this course counts toward the Ed.M. Concentration in Global, International, and Comparative
Education (GICE).
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Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Education A844 Section: 1
Education for Community Development (225002)
Vesall Nourani
2025 Spring (4 Credits)
Schedule:
F 0900 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
20
An aim of education is to train individuals to meaningfully contribute to the development of society.
However, modern processes of development have often led to the breakdown of a fundamental unit of
society – the community. Can educational programs do anything about this? In particular, how can
educational programs simultaneously advance the aims of community and individual development?
In this course, we will examine initiatives and policies that structure education around this dual aim,
developing a theoretical framework to identify the key properties and intended outcomes of the cases we
investigate and analyze. Throughout, we will focus on communities bound by space -- where the
inhabitants share a local geography with shared social and economic systems. While we will often consider
those parts of the world where these communities are organized around agricultural economies in village
settings, the insights we develop should generalize to most geographically-bounded communities,
including neighborhoods in urban contexts, and perhaps other communities where the members interact
with shared social and economic systems.
We will then leverage the theoretical and practical insights developed in the early parts of the course to
inform the curation of curriculum and pedagogical practice that simultaneously develops individual
capabilities while advancing processes of community development. In this regard, we will analyze one
curriculum, in development in the Ugandan context, in greater depth. This curriculum trains university
students to facilitate community-based research by working with community leaders and volunteers to
collect and analyze data to inform clearer descriptions of the processes of community life. The aim of the
descriptions is to determine efficient pathways of collective social action and decision-making to effect
change. The program is being integrated into a government mechanism known as the "Parish Development
Model", highlighting the inter-relationship between educational programming and policy. We will try to
interact with participants and communities in this program and consider ways of further developing the
program to meet the needs of communities.
Enrollment is limited and will be determined via application.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A845 Section: 1
The Economics of Education in Low- and Middle-Income Countries (225004)
Alejandro Ganimian
2025 Spring (4 Credits)
Schedule:
TR 0900 AM - 1015 AM
Instructor Permissions:
Instructor
Enrollment Cap:
50
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This course examines how key concepts and frameworks in economics may be leveraged to understand
the frontier challenges in education in low- and middle-income countries (LMICs) and the circumstances
under which policy changes may effectively address them. It seeks to provide you with an approach to help
you: (a) diagnose the underlying reasons for existing challenges in education in LMICs; (b) assess the
promise and potential pitfalls of proposed solutions; (c) design policies and programs with greater chances
of success; and (d) monitor and/or evaluate the consequences of new or existing efforts. The course is
intended for master's and doctoral students seeking to apply insights from economics to policy design,
analysis, and monitoring/evaluation. It draws on theory and evidence from labor, development, and
behavioral economics. It focuses on pre-primary to secondary education—the levels in which enrollments
have expanded most rapidly in LMICs.
This course is structured around four main parts. The first one aims to make you view education in LMICs
through the eyes of economists (Why do they study education? How do they view education? What do they
think are the main challenges in education in LMICs?). This part is essential for you to understand why
economists study certain questions and not others and the perspective from which they approach such
questions. The second and third parts synthesize the evidence produced by economists in recent decades
to improve both the "quantity" (e.g., enrollment) and "quality" (e.g., learning) of education (How can we
increase the share of the population that attends school? How can we improve the quality and relevance of
instruction that students receive at school?). These parts constitute the core of the course, integrating
economic theory and existing evidence. The fourth and final part identifies the main challenges in
translating evidence into policy (How can we make sense of "bundled" interventions? How can we assess
the relevance of evidence across contexts?) and offers an overview of the frontier in evidence generation.
Prerequisites: You are expected to have taken EVI-101 ("Evidence") and S-040 ("Introduction to Applied
Data Analysis") or equivalent courses that introduce students to regression analysis. You should be
comfortable interpreting regression coefficients, standard errors, p-values, and confidence intervals. (You
will not be required to perform statistical analysis in R or Stata). If you have taken more advanced statistics
courses, such as S-052 ("Intermediate and Advanced Statistical Methods for Applied Educational
Research") or S-290 ("Quantitative Methods for Improving Causal Inference in Educational Research"), you
will be able to go beyond what is taught in class. Yet, this level of statistical proficiency is not necessary to
participate in class and complete the course assignments.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Limited Enrollment XREG Allowed
All: Cross Reg Availability Available for Harvard Cross Registration
Education A855 Section: 1
Education and International Development: Policy and Practice
(224898)
Robert Jenkins
2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Based on a review of the progress towards the United Nations Sustainable Development Goal 4.0 and the
outcome of the Transforming Education Summit, this practice-focused course will support students to
develop relevant skills and foster a professional identity in international development and education. We
will review the global aid architecture in the education sector and its operationalization at country level. We
will scrutinize critiques of aid effectiveness and analyze the workings of key international development
organizations at global and national levels including entities such as the United Nations (including UNICEF
and UNESCO), the Global Partnership of education, Education Cannot Wait, the World Bank, bilateral
government aid and international and national NGOs. The key development-related tools and processes will
be reviewed including education-sector planning, programming, implementation, monitoring and
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evaluation. We will analyze the level of coherence, efficiency and effectiveness of the education-related
national planning and management processes. We will also review the extent that global and national
stakeholders are influenced by evidence and best practices. The course integrates insights from global and
national-level stakeholders and practitioners to enrich learning and delves into country case studies to
illustrate the practical workings of international development organizations. Through this multi-level
analysis, we will derive insights and strengthen related skills from "real-world" scenarios and best
practices.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy team-based learning
HGSE: Content global/international context
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies think strategically
HGSE: Content strategic planning
HGSE: Competencies diagnose complex problems
HGSE: Content social development
HGSE: Pedagogy peer learning
HGSE: Competencies examine trends
Education A855
Section: S01
Education and International Development: Policy and Practice (224898)
Robert Jenkins
2024 Fall (4 Credits)
Schedule:
T 1130 AM - 1155 AM
Instructor Permissions:
None
Enrollment Cap:
30
Based on a review of the progress towards the United Nations Sustainable Development Goal 4.0 and the
outcome of the Transforming Education Summit, this practice-focused course will support students to
develop relevant skills and foster a professional identity in international development and education. We
will review the global aid architecture in the education sector and its operationalization at country level. We
will scrutinize critiques of aid effectiveness and analyze the workings of key international development
organizations at global and national levels including entities such as the United Nations (including UNICEF
and UNESCO), the Global Partnership of education, Education Cannot Wait, the World Bank, bilateral
government aid and international and national NGOs. The key development-related tools and processes will
be reviewed including education-sector planning, programming, implementation, monitoring and
evaluation. We will analyze the level of coherence, efficiency and effectiveness of the education-related
national planning and management processes. We will also review the extent that global and national
stakeholders are influenced by evidence and best practices. The course integrates insights from global and
national-level stakeholders and practitioners to enrich learning and delves into country case studies to
illustrate the practical workings of international development organizations. Through this multi-level
analysis, we will derive insights and strengthen related skills from "real-world" scenarios and best
practices.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content strategic planning
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Content social development
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy peer learning
HGSE: Pedagogy team-based learning
HGSE: Competencies think strategically
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Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies examine trends
Education A858 Section: 1
Program Approaches to Promoting Girls' Education and Greater Equity in Education in the Global South (224975)
Robert Jenkins
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The nearly universally ratified United Nations Convention on the Rights of the Child recognizes that every
child has the right to education. However, there are significant disparities in the level of access to
schooling and in the level of learning outcomes. Within this context, this course will analyze programme
approaches to promoting girls' education and improving access and quality of education for other
marginalized children in the Global South. We will undertake multidimensional analyses of context-specific
barriers that girls and other marginalized children face and analyze programme approaches aimed at
reducing disparities in learning outcomes. Evidence of initiatives that promote the health, psycho-social
and overall well-being of school-age children and adolescents through school systems will be reviewed
including programmes that reduce violence within or near schools. The following three key 'transition
points' along a student's learning journey will be included: 1) being 'school ready' through early childhood
education, 2) acquiring foundational learning outcomes (i.e. literacy and numeracy) and 3) the 'school to
work' transition. We will adopt a practical-focused approach through country case studies to understand
the diverse range of contexts and corresponding evidence of the depth, breath and scale of impact of
program initiatives. We will benefit from insights from global and national-level stakeholders and
practitioners.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education A860Y Section: 1
Professional Dialogues in Global, International, and Comparative Education (222998)
Fernando Reimers
2024 Fall (0 Credits)
Schedule:
W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The goal of this weekly, non-credit, seminar is to engage students in the Global, International, and
Comparative Education (GICE) concentration in a professional community to partake in dialogues about
themes and dilemmas pertaining to the concentration that contribute to social community building.
Students in the concentration are required to participating in a weekly meeting to engage in dialogues with
other students, with HGSE graduates involved in international work, and with HGSE faculty and guests
doing global, international and comparative work. This professional community experience is limited to and
required for students in the GICE concentration.
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
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HGSE: Competencies build partnership
HGSE: Competencies debate
HGSE: Competencies think strategically
HGSE: Competencies analyze arguments
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy peer learning
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies design a lesson
HGSE: Competencies facilitate group process
HGSE: Competencies collaborate
HGSE: Competencies examine trends
HGSE: Competencies practice equity and inclusion
HGSE: Competencies deliver a lesson
HGSE: Content global/international context
Education A862Y Section: 1
Professional Dialogues in Global, International, and Comparative Education (222999)
Fernando Reimers
2025 Spring (0 Credits)
Schedule:
W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The goal of this weekly, non-credit, seminar is to engage students in the Global, International, and
Comparative Education (GICE) concentration in a professional community to participate in dialogues about
themes and dilemmas pertaining to the concentration that contribute to social community building.
Students in the concentration are required to participate in the weekly meeting to engage in dialogues with
other students, with HGSE graduates involved in international work, and with HGSE faculty and guests
doing global, international and comparative work. This professional community experience is limited to and
required for students in the GICE concentration.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Full Year Course Indivisible Course
Education A895 Section: 1
Enabling Children to Learn in Humanitarian Crises and Fragile Contexts
(224700)
Robert Jenkins
2025 Spring (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Triggered by events such as natural disasters, civil wars and pandemics, humanitarian crises endanger the
well-being and safety of children, with implications for education. This practice-focused course will support
students to develop skills related to designing and managing humanitarian programs in education. We will
become familiar with the policy and programmatic frameworks commonly used to guide the provision of
education opportunities for children as part of a broader humanitarian response, including the
humanitarian coordination platform of the UN System, the Inter-Agency Steering Committee (IASC) and the
work of the Education Cluster System at country levels. We will examine assessment, planning, and
management tools as well as evidence related to the efficiency and effectiveness of various approaches to
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improving access and quality of education during crises. We will consider implications of education
programs beyond learning, including as a means of protection from abuse and exploitation; recovery from
traumatic experiences; and provision of lifesaving food, water, health care, and hygiene supplies. We will
use country-level case studies and insights from global and national-level stakeholders and practitioners to
learn how education actors in crisis situations conduct rapid assessments, situation analyses, and
evaluations of program effectiveness.
This course is a strong practice-focused companion to the conceptual, research, and ethical foundation of
Education in Uncertainty (T418).
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies examine trends
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy peer learning
HGSE: Competencies think strategically
HGSE: Content global/international context
HGSE: Content social development
HGSE: Pedagogy case-method learning
Education AH103
Section: 1
Educational Outcomes in Cross-National and Cross-Cultural Perspectives (180353)
Paul Harris
2025 Spring (4 Credits)
Schedule:
R 1030 AM - 1130 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
A great deal of thinking about the relationship between psychology and education asks what psychology
can contribute to the improvement of education. For example, can psychology help to improve the way that
we teach reading? Can it help to close the gap in achievement between particular groups? Do preschoolers
have ideas or dispositions that help--or hinder--their progress in school? However, one can also ask about
the effects of education on psychological processes. There is enormous cross-national and cross-cultural
variation in the length and type of education that children receive. A major goal of this course is to help
students understand the effects of such variation on the ways that people think--and feel. A secondary goal
is to alert students to the ways in which those effects can be measured and to underline the contribution
that different methods--experiments, large-scale surveys, and participant observation--can make to our
understanding of such effects. The final goal is to underline how educational provision and its impact vary
dramatically across the globe.
No prerequisites; some background in either psychology or international education desirable.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content global/international context
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
HGSE: Content developmental psychology
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Competencies write a research/analytic paper
HGSE: Content qualitative research
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Education AH125 Section: 01
Science-Driven Innovation in the Early Childhood Ecosystem (180358)
Jack Shonkoff
2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
32
The primary aim of this course is to leverage advances in the biological, behavioral, and social sciences to
catalyze more effective policies and programs to strengthen the foundations of early development and
lifelong health in the prenatal and early childhood periods. Drawing on a diversity of perspectives, students
will learn how interactions among early experiences, variation in sensitivity to context, and developmental
timing shape brain architecture and other biological systems (e.g., immune and metabolic) that affect
learning, behavior, and health. Particular attention is focused on how adverse experiences and exposures
related to structural inequities (e.g., systemic racism, intergenerational poverty) as well as to individual
disruptions of the caregiving environment (e.g., abuse or neglect) are embedded biologically and lead to
disparities in educational achievement and both physical and mental well-being. Students from a diversity
of professional and personal backgrounds work on team projects over the course of the semester to
explore how enhanced understanding of causal mechanisms that disrupt early development can catalyze
fresh thinking about the variable effectiveness of "evidence-based" policies and programs and inform new
strategies to achieve greater impacts on the lives of all young children facing adversity.
Recommended/intended for students who are motivated to be change agents in practice, policy, and/or
research.
Class Notes: To apply for the course, please fill out this form. The deadline to apply
is 5:00PM ET on Thursday August 29th.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content diversity equity inclusion
HGSE: Content causal reasoning
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Content risk prevention/intervention
HGSE: Content innovation
HGSE: Pedagogy small-group discussion
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Competencies make policy recommendations
HGSE: Competencies analyze arguments
HGSE: Content neuroscience
HGSE: Content health
HGSE: Pedagogy project-based learning
HGSE: Pedagogy team-based learning
HGSE: Pedagogy reflective writing
HGSE: Competencies engage in difficult conversations
HGSE: Competencies design an intervention
HGSE: Content social contexts
HGSE: Content teams
HGSE: Pedagogy lecture
HGSE: Competencies write a research/analytic paper
HGSE: Competencies think strategically
HGSE: Competencies synthesize readings
HGSE: Content advocacy
HGSE: Content science
HGSE: Content social justice
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HGSE: Competencies develop a theory of action
HGSE: Competencies facilitate group process
HGSE: Content early childhood
HGSE: Pedagogy peer learning
HGSE: Pedagogy guest speaker(s)
Education AH125 Section: S01
Science-Driven Innovation in the Early Childhood Ecosystem (180358)
Jack Shonkoff
2024 Fall (4 Credits)
Schedule:
T 0100 PM - 0125 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The primary aim of this course is to leverage advances in the biological, behavioral, and social sciences to
catalyze more effective policies and programs to strengthen the foundations of early development and
lifelong health in the prenatal and early childhood periods. Drawing on a diversity of perspectives, students
will learn how interactions among early experiences, variation in sensitivity to context, and developmental
timing shape brain architecture and other biological systems (e.g., immune and metabolic) that affect
learning, behavior, and health. Particular attention is focused on how adverse experiences and exposures
related to structural inequities (e.g., systemic racism, intergenerational poverty) as well as to individual
disruptions of the caregiving environment (e.g., abuse or neglect) are embedded biologically and lead to
disparities in educational achievement and both physical and mental well-being. Students from a diversity
of professional and personal backgrounds work on team projects over the course of the semester to
explore how enhanced understanding of causal mechanisms that disrupt early development can catalyze
fresh thinking about the variable effectiveness of "evidence-based" policies and programs and inform new
strategies to achieve greater impacts on the lives of all young children facing adversity.
Recommended/intended for students who are motivated to be change agents in practice, policy, and/or
research.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies facilitate group process
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies develop a theory of action
HGSE: Content neuroscience
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Content health
HGSE: Pedagogy team-based learning
HGSE: Content social contexts
HGSE: Content early childhood
Course Search Attributes Display Only in Course Search
HGSE: Competencies think strategically
HGSE: Content risk prevention/intervention
HGSE: Content innovation
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Education B310P Section: 01
Coaching with Equity in Mind for OEL (223868)
Kathy Boudett
Michele Shannon
2025 Spring (2 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS***What are best practices in using coaching as a strategy for
capacity-building of individuals? And how can we use this strategy to shift educational institutions to
become more equitable? This course invites you to explore how coaching can help individuals lean into
their strengths, recognize their biases, and coach with an awareness of the ways in which social identity
and dominant culture impact the coaching relationship. As part of our class time, each week you will
engage in a coaching practicum where you use a research-based coaching format to work with peers to
practice key skills related to coaching with equity in mind. These skills include developing rapport, building
trust and psychological safety, actively listening, effectively questioning, working through levels of
dialogue and providing actionable feedback.
During this practicum, you will coach a peer on cultivating their chosen equity leadership disposition (
https://www.leadershipacademy.org/resources/equity-leadership-dispositions-2/). The beauty of coaching is
that you don't need to be an expert in the area that your coachee chooses; you just need to be able to listen
carefully and create a holding environment where they can do their own learning. Through targeted
feedback from peers and teaching team members, you will leave this course with improved basic coaching
skills. You will also leave with a deeper understanding of how to integrate equity leadership dispositions
into your practice.
Please note this is restricted to students in the Ed.M. OEL online master's program.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Content coaching
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content social justice
HGSE: Content system-level leadership
HGSE: Pedagogy small-group discussion
HGSE: Competencies mindset
HGSE: Content principals
HGSE: Content relationships
HGSE: Content professional development
HGSE: Competencies engage in difficult conversations
HGSE: Content culture
HGSE: Content identity
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies E&O Electives
HGSE: Content leadership
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy experiential learning
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Pedagogy reflective writing
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Education BA010 Section: 01
Reframing Leadership: Understanding Situations, Understanding Yourself (220682)
Francesca Purcell
Irvin Scott
2024 Fall (1 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** How leaders lead depends on what they think they are leading.
What is the situation they are facing? How do they understand the circumstances surrounding it? Might
there be analyses and interpretations of events other than those that initially occurred to them? If so, might
they lead to a different set of choices as to how to proceed? This module introduces students to Reframing
Organizations: Artistry, Choice, and Leadership, 7th Edition. Authors Lee G. Bolman and Terrence E. Deal
group a wide array of organizational theories into four categories they call "Frames," each of which offers a
different way of understanding and managing organizational life. Used together, the Frames are useful
tools for decoding complicated situations and issues and deciding how best to address them. The Frames
leaders employ determine what they see and what they miss. By systematically pushing themselves to
have a deeper and more complex understanding of what's going on, leaders can better understand
situations, anticipate different reactions and outcomes, and develop a more complete set of responses. The
Frames also serve as reminders that leaders have long-established ways of thinking and their first "take"
on something may be the result of their limited analysis, cognitive biases, or both. In this leadership
module, students will examine which Frames they feel less comfortable using and consider how might they
can become more adept at using all four Frames to enhance their leadership skills.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education BA011D Section: 01
Real Talk: The Art and Practice of Brave Communication (220715)
Timothy McCarthy
2024 Fall (2 Credits)
Schedule:
M 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** The rising generation must figure out how to lead and
communicate with integrity and courage in an increasingly diverse, divided, and disrupted world. This
course will help strengthen your capacity to do so--in whatever setting or sector you choose.
Approximately one-third of our time together will be devoted to lessons and group discussions on various
aspects of communication. The other two-thirds will consist of smaller sections and cohorts where you will
practice and receive feedback on your communication skills. This course is designed for people who want
to become more honest, authentic, and brave.
Limited to students in the online Master's in Education Leadership program at HGSE.
Requirements: Must be an Online Master's in Education Leadership
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Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
Education BA020 Section: 1
Core II: Looking Back, Looking Forward: Becoming Lifelong Reflective Practitioners (223019)
Francesca Purcell
Irvin Scott
2024 Fall (1 Credits)
Schedule:
MTW 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Transformative leadership often occurs at the intersection of
practice and theory. While there are challenges associated with being simultaneously immersed in
graduate study and work, one benefit is the opportunity to apply what you are learning to your experience.
During this class, we will actively analyze the connection between learning and its application at the
workplace to improve professional practice. We will also explore what it means to be a reflective
practitioner and consider how individual learning is mediated by organizational culture. Finally, we will
look toward the future and create strategies to support ongoing reflective inquiry as a critical component of
individual leadership effectiveness and organizational growth.
This course is limited to and required for second year OEL master's students at HGSE.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations OEL
Course Search Attributes Display Only in Course Search
Education BA027 Section: 01
Strategic Finance for Nonprofit Leaders
(220659)
James Honan
2025 Spring (4 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** This course provides a general introduction to and overview of
the financial management practices and problems of nonprofit organizations. Specific topics will include
financial accounting, budgeting/resource allocation, cost containment and retrenchment, and strategy
development/strategic planning. Course activities will include lectures, discussions, case analyses,
exercises, and outside readings. Grades will be based on written case analyses, class participation, and a
final examination.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
HGSE: Content strategic planning
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Course Search Attributes Display Only in Course Search
HGSE: Competencies read financial statements
HGSE: Competencies think strategically
HGSE: Content organizations
HGSE: Content nonprofits
HGSE: Content scaling
HGSE: Pedagogy case-method learning
HGSE: Content leadership
HGSE: Content financial management
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies prepare budgets
Education BA040 Section: 1
Transforming Education through Purpose-Driven Entrepreneurship (224907)
Uche Amaechi
2024 Fall (2 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS**This course focuses on how leaders in the education sector can
take a purpose-driven and entrepreneurial approach to addressing educational challenges. Students will
learn to identify opportunities and develop solutions that meet community needs and create social impact.
Students will consider contextual factors that impact the feasibility and viability of their solutions.
They will learn to:
Identify opportunities and develop purpose-driven entrepreneurial solutions in diverse social contexts.
Balance social missions and impact goals with market requirements.
Build diverse and collaborative teams that prioritize the needs of the audience being served.
Through case studies, readings, workshops, and peer feedback, students will develop the skills to create
integrated social-impact business models. Educational challenges may be systemic, impacting the broader
sector, or primarily local, impacting a particular community.
By the end of the course, students will have developed and presented a business plan for a purpose-driven
solution to a specific educational need or problem.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
HGSE: Content social contexts
HGSE: Content scaling
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies develop a business proposal or plan
HGSE: Competencies design an intervention
HGSE: Pedagogy peer learning
HGSE: Pedagogy case-method learning
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies conduct an interview
HGSE: Content group dynamics
HGSE: Content social justice
HGSE: Content innovation
HGSE: Competencies build partnership
HGSE: Content action research
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HGSE: Content community
HGSE: Content strategic planning
HGSE: Content diversity equity inclusion
HGSE: Pedagogy team-based learning
HGSE: Competencies analyze qualitative data
HGSE: Competencies collect qualitative data
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy design thinking
HGSE: Competencies develop a theory of action
HGSE: Competencies collaborate
HGSE: Content accountability
HGSE: Pedagogy project-based learning
HGSE: Pedagogy readings
Education BA100
Section: 01
Remixing Education: Innovations in Blending K12, College, and Career Pathways (223863)
Christopher Gabrieli
2024 Fall (2 Credits)
Schedule:
M 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS***Despite decades of defining K12's North Star role as "college
and career readiness," data shows that large shares of today's graduates fall woefully short of both
goals. Across the nation, many innovations in policy and practice are aimed at bridging the traditionally
siloed fields of K12, higher education and workforce in order to prepare students better. One promising
group of efforts has worked to hybridize high school and college into "early college high schools." More
recently, a growing group of efforts have focused on "career pathways" through "modern youth
apprenticeships" based on the world-leading Swiss model as well as other approaches such as next
generation Career and Technical Education (CTE), internships, work-based learning, and career
exploration. Finally, for more than a century, many colleges have offered "co-op education" programs
helping place students into six-month stints of full-time, paid employment at intervals in their college
progression. A leading think tank in this space calls these emerging efforts to integrate K12, college and
career The Big Blur. This course will address both the policy and practice dimensions of these efforts
through a set of case studies surveying a handful of the most exciting and promising efforts. We will look at
how current policies generally reinforce silos and how innovative ones can transcend them. We will look at
how on-the-ground efforts work to make these goals real. Each case study will include a guest lecture from
a policymaker, institutional leader, teacher and/or student to bring us as proximate as we can be to the
work. The course Lecturer is a direct participant in this field as well. The course is designed to be of
interest to students with a focus on any or all of K12, higher ed or workforce and is especially intended for
those who seek to lead on local, state and even national policy.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
Education BA122 Section: 01
Creating the Conditions for Effective School, Family and Community Partnerships (220716)
Karen Mapp
HARVARD UNIVERSITY
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2025 Spring (4 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
55
***ONLY OFFERED FOR OEL STUDENTS*** What does it take to create the conditions for trusting,
meaningful, and effective educational partnerships between schools, families, and communities? Around
the globe, educators are reconsidering and taking more seriously the vital role these partnerships play in
the success of students and the improvement of schools. The purpose of this course is to explore the
leadership and management skills, mindsets, and dispositions needed to create and sustain the conditions
for effective partnerships. As a learning community, we will investigate "promising practice" strategies
being implemented by schools and districts to cultivate and sustain school, family, and community
connections that support children's learning and development, and school improvement. Through case
studies, lectures, readings, guest presentations, and class discussions, we will also explore the systems,
structures, and resources necessary to support these partnerships. The course includes a group project
with an organization working on a family/community engagement initiative.
The course consists of a two-hour full class meeting on Tuesday's (from 6-8PMEST) and a one-hour section
on Thursdays within the 6-9PMEST time range. During the first week of class, students will select their
Thursday section time slot, for example, 6-7PM, 6:30-7:30PM, etc.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy case-method learning
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Competencies design an intervention
HGSE: Pedagogy field-based project
HGSE: Competencies engage families
HGSE: Content leadership
HGSE: Content families
HGSE: Competencies engage in difficult conversations
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy simulation/role play
Blue Course Evaluations OEL
HGSE: Competencies build partnership
HGSE: Competencies analyze arguments
HGSE: Content diversity equity inclusion
Education BA235A Section: 1
Legal Issues in K-12 Education
(223020)
Philip Catanzano
2024 Fall (2 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Legal Issues in K-12 Education is being taught in the OEL
program as a core course. Students will receive an introduction to the American system of education law,
with some comparisons to international standards and a discussion of ethical issues that may arise.
Students will learn how to read and brief legal cases, read federal regulations and regulatory guidance, and
understand the legal issues that impact education. Each week will build on this structure, focusing on
issues like risk management, contracts and negligence, and an introduction to U.S. constitutional law
through the lens of the Equal Protection Clause (analyzing its impact on race, gender, and socioeconomic
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status in separate discussions), as well as an introduction to statutory analysis using the federal approach
to preventing sexual misconduct via Title IX of the Education Amendments and other laws. The course will
also consider additional constitutional and statutory issues in school, including the process to support
individuals with disabilities, religious freedoms, search and seizure, and due process, among other topics.
(Speech and harassment issues are addressed in a separate course offering.)
This module is only available to students in the HGSE OEL online master's program.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy case-method learning
HGSE: Content civil rights
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies interpret laws
Education BA244 Section: 1
The Intersection of Speech and Harassment: Navigating Challenges that Arise in Education
(224880)
Philip Catanzano
2025 Spring (2 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
In 1969, in a case called Tinker v. Des Moines, the U.S. Supreme Court stated that students do not "shed
their constitutional rights to freedom of speech or expression at the schoolhouse gate." In over a half a
century since, secondary schools and post-secondary colleges and universities have struggled to apply
this concept to varying forms of speech from students, faculty, or even the institution itself. In the same
time period, federal law – and many state laws – has made clear that students, educators, and other
community members should not be harassed based on a range of protected categories. Surprising no one,
these important principles – speech and harassment – often come into conflict.
In this course, we will focus on the seminal cases involving speech at both the K-12 and post-secondary
level. We will discuss the different standards of protected speech at public institutions governed by the
First Amendment versus private institutions subject to their own policies and principles. We will also focus
on federal non-discrimination laws and the types of behaviors that commonly constitute harassment in the
educational context. With those dual foundations set, we will explore challenging scenarios that focus on
the intersection between speech and harassment and the pragmatic decision-making situations for
educators and educational leaders.
The subject matter of the speech that we will examine may be provocative by its very nature. This course
will not focus on the merits of the speech, including our level of agreement or disagreement with the
examples used. Instead, it will focus on how educational institutions, educational leaders, and community
members (including students and staff) can understand the various legal standards used by the federal
government and the courts to navigate these issues.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations OEL
HGSE: Content civil rights
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All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy case-method learning
HGSE: Competencies interpret laws
Course Search Attributes Display Only in Course Search
Education BA310W Section: 1
Leading Strategically: Building Skills for Effective Leadership (222994)
Elizabeth City
2024 Fall (2 Credits)
Schedule:
M 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** What does it mean to "lead strategically," and how might you
do that right now in your current role? How do you thoughtfully consider identity, equity, and expanding
boundaries when planning strategically? How do you avoid typical pitfalls, like trying to do too many things
or strategy living in the leader's head rather than being shared and driven by a variety of stakeholders?
How can you be proactive rather than reactive? How might you cultivate strategic mindsets and skills in all
dimensions of your life? This module prepares you to be a more strategic leader by partnering to answer
these and other questions leaders face when trying to accomplish great things in complex contexts. The
module is designed for leaders in a variety of environments, including preK-12 schools/school systems and
higher education. The module is hands-on and interactive, including self-assessment, peer interaction, and
practice with tools you can use at the organizational level and in your own daily and regular work.
The course will meet 2 hours/week in whole group and 1 hour/week in small group. Whole group will meet
Mondays, 6-8pm. Default for small groups will be 8-9pm. If there are multiple students who prefer another
day/time for their small group, we may be able to accommodate that.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
HGSE: Content organizations
HGSE: Competencies collaborate
HGSE: Competencies leadership
HGSE: Content strategic planning
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy small-group discussion
HGSE: Competencies think strategically
HGSE: Competencies develop a theory of action
HGSE: Competencies facilitate group process
HGSE: Pedagogy experiential learning
HGSE: Content leadership
HGSE: Pedagogy field-based learning
Education BA311A
Section: 01
Leading a School Through Challenge and Crisis
(220660)
Richard Melvoin
2025 Spring (2 Credits)
Schedule:
TWR 0700 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
28
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***ONLY OFFERED FOR OEL STUDENTS*** Harvard's famous anthem Fair Harvard sees "calm rising thro'
change and thro' storm." But school leaders are the ones who have to take the tiller and figure out the way
to get through the storm. The thrust of this case-based, discussion-based course is to challenge students
to problem-solve the widely varied kinds of problems – and yes, crises – that school leaders face. They
range from the immediate – the death of a student, the threat of an armed person on campus, a racist
incident, a hurricane – to less urgent but no less real crises: a slashed budget, a sharp decline in
enrollment, crumbling infrastructure, reports of sexual assault. And of course it is hard to imagine more
challenging situations than the recent pandemic and the ongoing struggles over racial justice and culture
wars. By working through specific cases, this course will illuminate larger operational and strategic issues
that are part and parcel of the work of a school leader. While some cases will be drawn from the instructor's
direct experiences in leading an independent school, the issues addressed will be central for students
aspiring to lead all manner of schools: public, charter, faith-based, and private. Readings will be drawn
from several sources that focus on the nature of leadership, from the world of schools to explorers and
even to the American presidency.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Content politics
HGSE: Competencies leadership
HGSE: Competencies develop a theory of action
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies think strategically
HGSE: Competencies analyze arguments
HGSE: Content leadership
HGSE: Content decision-making
Blue Course Evaluations OEL
Course Search Attributes Display Only in Course Search
Education BA316A Section: 1
Leading Learning: Cultivating Skills for Education Leadership and Management (223018)
Irvin Scott
Mary O'Neill
2024 Fall (2 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
54
***ONLY OFFERED FOR OEL STUDENTS*** This module is dedicated to improving teaching and learning in
schools, systems, and organizations. As a teaching team of practitioners, we believe the way to improve
student outcomes is to improve the instruction students receive every day in every classroom. Through
this module, students will glean a deep understanding of how to improve teaching and learning at scale.
We will focus our attention on how to: lead a vision for teaching and learning, design data and action driven
systems to serve all students, bolster strong instruction with a culture focused on caring, character
development, and just communities, focus the role of the leader on agility to support educators in
improving their practice, enhancing student outcomes, and strengthening family and community
partnerships. Tools and practical materials will be shared so that leaders are equipped with concrete
resources to support instructional improvement. Bridging the fields of education and business, this course
integrates world-class faculty and research with best practices in educational leadership to provide school
and organization leaders with frameworks, skills, and knowledge to effectively lead and drive learning,
change, and improvement. This module is open to all interested students. It is part of the comprehensive
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HGSE/HBS Certificate in School Management and Leadership (CSML) which is comprised of four courses:
Leading Change, Leading School Strategy and Innovation, Leading People and Leading Learning which can
be taken independently and in any order. When you successfully complete this CSML course you will earn
an HBS/HGSE certificate in Leading Learning.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Blue Course Evaluations OEL
Education BA333 Section: 01
Strategic Leadership in the PreK-12 Education Ecosystem (220721)
Irvin Scott
2024 Fall (4 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** The primary goal of this course is to prepare aspiring and
growing leaders for impactful work in the education ecosystem, with an emphasis placed on school
leadership, nonprofit leadership, and entrepreneurial leadership. The course will focus on three dimensions
of leadership. The first dimension focuses on understanding the impact we're seeking to have and how that
impact happens in multiple parts of the Pk-12 Education Ecosystem, which is a framework Dr. Scott has
developed. The second dimension relates to the ways (skills, characteristics, and dispositions) we lead
within the ecosystem. This dimension utilizes HGSE's Education Leadership, Organizations, and
Entrepreneurship framework along with an amendment to include two complimentary elements: 1) REDI,
which stands for Race, Equity, Diversity and Inclusion, and 2) Leading Learning. The third dimension
utilizes Ron Heifitz's and Marty Linky's idea of technical vs. adaptive frame in understanding how to build
your analytical skills in understanding the challenges one faces in current and future roles. By the end of
this course, aspiring leaders will be able to clearly envision themselves as leaders, who strategically
navigate the education ecosystem to realize maximal impact.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
Education BA501 Section: 1
Negotiation Workshop
(223048)
Samuel Straus
Alonzo Emery
2025 Spring (4 Credits)
Schedule:
M 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-based Enrollment*ONLY OFFERED FOR OEL STUDENTS* This is a practitioner-focused course
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introducing frameworks, tools, and skills to effectively manage negotiations in a variety of professional and
personal settings. Our approach is primarily experiential, and we will engage in hands-on negotiation
simulations and/or exercises in every class session. These simulations are designed to enhance skills,
demonstrate particular concepts, and provide opportunities to experiment with various negotiation
techniques. We will cover negotiation topics such as preparation, value creation, distribution, power,
identity, difficult tactics, advanced listening, difficult conversations, and multiparty negotiation. Our
approach is guided by theories of principled or interest-based negotiation, as outlined in Getting to Yes and
other texts. A central feature of the course will be self-reflection: students will develop a practice of
reviewing their negotiations and developing best practices. In particular, this course will ask you to do
some personal work and reflection on how you came to be the negotiator you are. Written work will consist
of regular self-reflective journal assignments. This is a team-taught course.
Must be taken Satisfactory/No Credit.
Please note: The Drop deadline for this course is earlier than the standard drop deadline for the semester.
Please see the class note below.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Limited Enrollment HGSE Online Only
All: Cross Reg Availability Not Available for Cross Registration
Education BA501 Section: 2
Negotiation Workshop
(223048)
Deborah Goldstein
Whitney Benns
2025 Spring (4 Credits)
Schedule:
M 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-based Enrollment*ONLY OFFERED FOR OEL STUDENTS* This is a practitioner-focused course
introducing frameworks, tools, and skills to effectively manage negotiations in a variety of professional and
personal settings. Our approach is primarily experiential, and we will engage in hands-on negotiation
simulations and/or exercises in every class session. These simulations are designed to enhance skills,
demonstrate particular concepts, and provide opportunities to experiment with various negotiation
techniques. We will cover negotiation topics such as preparation, value creation, distribution, power,
identity, difficult tactics, advanced listening, difficult conversations, and multiparty negotiation. Our
approach is guided by theories of principled or interest-based negotiation, as outlined in Getting to Yes and
other texts. A central feature of the course will be self-reflection: students will develop a practice of
reviewing their negotiations and developing best practices. In particular, this course will ask you to do
some personal work and reflection on how you came to be the negotiator you are. Written work will consist
of regular self-reflective journal assignments. This is a team-taught course.
Must be taken Satisfactory/No Credit.
Please note: The Drop deadline for this course is earlier than the standard drop deadline for the semester.
Please see the class note below.
Requirements: Must be an online EdM in Education Leadership Student
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Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment HGSE Online Only
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education BA501 Section: 3
Negotiation Workshop (223048)
Gillien Todd
Alonzo Emery
2025 Spring (4 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-based Enrollment*ONLY OFFERED FOR OEL STUDENTS* This is a practitioner-focused course
introducing frameworks, tools, and skills to effectively manage negotiations in a variety of professional and
personal settings. Our approach is primarily experiential, and we will engage in hands-on negotiation
simulations and/or exercises in every class session. These simulations are designed to enhance skills,
demonstrate particular concepts, and provide opportunities to experiment with various negotiation
techniques. We will cover negotiation topics such as preparation, value creation, distribution, power,
identity, difficult tactics, advanced listening, difficult conversations, and multiparty negotiation. Our
approach is guided by theories of principled or interest-based negotiation, as outlined in Getting to Yes and
other texts. A central feature of the course will be self-reflection: students will develop a practice of
reviewing their negotiations and developing best practices. In particular, this course will ask you to do
some personal work and reflection on how you came to be the negotiator you are. Written work will consist
of regular self-reflective journal assignments. This is a team-taught course.
Must be taken Satisfactory/No Credit.
Please note: The Drop deadline for this course is earlier than the standard drop deadline for the semester.
Please see the class note below.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Limited Enrollment HGSE Online Only
Education BA603
Section: 1
Collaborative Inquiry: Sustaining Meaningful Professional Learning for Our Colleagues and Ourselves
(223838)
Tina Blythe
2024 Fall (2 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Many educators spend a lot of time in meetings—faculty
meeting, department meetings, grade level meetings, task force meetings, committee meetings, and so on.
And yet, how many of those meetings are focused on understanding and improving the day-to-day teaching
and learning that happens in our classrooms and schools? In this course, we'll focus on how to leverage
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ordinary meeting time for meaningful professional learning: how do we work together with colleagues to
identify and make headway on the core questions about teaching and learning that are most important in
our particular contexts and communities? In interactive sessions, we will explore tools and processes for
sparking, sustaining, and deepening learning conversations among colleagues. These tools and processes
include protocols for guiding and supporting collegial conversation; strategies for documenting learning
(both students' and our own); practices for thoughtful listening, observation, and question-asking; and the
broader process of collaborative inquiry and what it takes to sustain it. We will spend class time practicing
with these tools and processes. Participants will keep a reflective journal and develop a set of next steps
that they can take in their own contexts to support their own learning and the learning of
colleagues. ***Please note that attendance at the first class session is mandatory.***
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies facilitate group process
HGSE: Competencies engage in difficult conversations
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy experiential learning
Blue Course Evaluations OEL
HGSE: Content learning and teaching
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Content professional development
HGSE: Competencies improve teaching practice
Education BA701 Section: 01
Creating the Future of American Postsecondary Education
(220708)
Francesca Purcell
2024 Fall (4 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Students will become deeply familiar with the contemporary
American postsecondary education landscape, gaining an understanding of its great strengths and many
challenges, and will develop their own professional vision around their contributions to the field for years
to come. First, we will examine key data and trends to better understand the student journey into and
through postsecondary education. Our analysis will include how different groups of students are served
before, during, and after their postsecondary education experience relative to race and ethnicity, gender,
income-level, and other factors. We will then turn to an exploration of selected major issues that
postsecondary education administrators and policymakers will likely continue to grapple with into the
future and develop strategies about ways forward. Throughout the class, students will develop and
strengthen fundamental professional skills and have opportunities to reflect upon career options and
develop professional networks.
This course is limited to students in the Online Master's in Education Leadership program enrolled in the
Higher Education Pathway.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
HGSE: Content social justice
Blue Course Evaluations OEL
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HGSE: Competencies collaborate
HGSE: Content descriptive statistics
HGSE: Pedagogy lecture
HGSE: Competencies understand data
HGSE: Content postsecondary education
HGSE: Pedagogy small-group discussion
HGSE: Competencies examine trends
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy peer learning
Education BA702 Section: 1
Strategic Enrollment Management (223032)
Drew Allen
2025 Spring (2 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Colleges and universities are facing unprecedented challenges
and uncertainty relating to student enrollment. From dramatic demographic shifts in college-going
populations to new policies relating to the admissions process and the use of standardized tests, these
changes require strategic enrollment management solutions that cut across traditional institutional
boundaries. This module provides an overview of strategic enrollment management, including recruitment,
marketing, admissions, financial aid, student retention, and strategic enrollment planning. Students will
participate in class discussions of readings and will collaborate on a multi-week group exercise that
models the real-world considerations of working in an admissions office of an institution of higher
education. Although the primary goal is to build students' understanding of foundational enrollment
management processes, the course will also engage students in controversial topics and current debates
that have a significant impact on the field, including race-conscious admission and ethics in the use of
predictive analytics. Most readings and cases center on the undergraduate context; however, select
examples may be drawn from graduate and international admissions and enrollment, depending on
students' interests.
This module is restricted to master's students in online Master's in Education Leadership program. The
module has no formal prerequisite courses, and it has been designed to meet the needs of students without
prior quantitative, data analysis, or higher education coursework. The course offers an introduction to
enrollment management for OEL students interested in policy and practice relating to college admissions,
financial aid, and enrollment management.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations OEL
Course Search Attributes Display Only in Course Search
HGSE: Content college access
HGSE: Pedagogy small-group discussion
HGSE: Content financial aid
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy guest speaker(s)
HGSE: Content strategic planning
HGSE: Content admissions
HGSE: Pedagogy discussion sections
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Education BA709 Section: 1
Student Development in Context: Promoting Success and Well-Being in Higher Education (223013)
Alexis Redding
2024 Fall (4 Credits)
Schedule:
R 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** There is no one-size-fits-all college experience and the idea of
the "traditional college" student is woefully out of date. In this course, we will unpack what it means to
navigate the path to and through higher education today. We will also consider how individuals and
institutions can foster student success and promote retention using theoretically-grounded practices.
During the semester, we will develop a robust toolkit of theories and frameworks from the fields of
developmental psychology, sociology, and student affairs. This collection of ideas from across disciplines
will allow us to center contemporary research on the student experience and to consider how to build
policies and practices that genuinely meet their needs. To do this, we will test and apply our course ideas
to a range of institutional contexts while we work to modernize and adapt them to fit the changing
landscape of higher education. We will also hear directly from leading student affairs professionals who will
share insights into their institutions and the students they serve along with current puzzles of practice for
us to explore.
Students will leave this class with a solid foundation of theory, a nuanced understanding of today's college
students, and a toolkit of research-based approaches to offer developmentally-grounded supports that help
students thrive.
Note: This course is required for and limited to 2nd year OEL students in the Higher Education Pathway.
Requirements: Online Classes: PhD students are not eligible to enroll
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations OEL
All: Cross Reg Availability Not Available for Cross Registration
Education BA710U Section: 1
Why Can't Higher Education Change?
(220529)
Brian Rosenberg
2025 Spring (2 Credits)
Schedule:
TWR 0700 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Resistance within traditional higher education to anything more
than incremental change is profound. We will in this class explore the causes for this resistance and
explore questions including the following: Why is an industry populated by so many people who identify as
politically liberal so conservative when it comes to its own practices? Why are scholars whose disciplines
are constantly evolving so reluctant to embrace institutional evolution? Why do colleges and universities
that so often speak in their mission statements about the transformative power of education find it so
difficult to transform themselves? After considering the reasons why change is necessary, we'll examine
topics including incentive structures, the dominance of the disciplines, shared governance, and tenure. We'
ll end by looking at some possible paths forward.
Requirements: Must be an Online Master's in Education Leadership
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Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies understand data
HGSE: Competencies practice equity and inclusion
HGSE: Competencies analyze qualitative data
HGSE: Content organizations
HGSE: Content decision-making
HGSE: Competencies engage in difficult conversations
HGSE: Competencies synthesize readings
HGSE: Competencies analyze arguments
HGSE: Content economics
HGSE: Pedagogy online and blended learning
HGSE: Competencies collaborate
HGSE: Content higher education
HGSE: Content governance
HGSE: Content college rankings
HGSE: Pedagogy readings
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies debate
HGSE: Competencies think strategically
HGSE: Content strategic planning
HGSE: Content innovation
HGSE: Pedagogy research project
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a research/analytic paper
HGSE: Competencies analyze quantitative data
HGSE: Content financial management
HGSE: Content budgeting
HGSE: Content process improvement
HGSE: Content politics
HGSE: Content causal reasoning
HGSE: Content ethics
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
Course Search Attributes Display Only in Course Search
HGSE: Content history
HGSE: Content culture
HGSE: Content leadership
Education BA770 Section: 01
Higher Education Leadership & Governance (220722)
Liya Escalera
2025 Spring (4 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** In this course, we will explore leadership and governance in
colleges and universities, with a focus on approaches to leadership that advance access to higher
education and equitable student outcomes. We will examine core components of effective leadership within
the context of American higher education as it relates to multiple institutional types, perspectives, and
roles. We will consider how effective leaders identify and implement strategic priorities, lead through
change, foster innovation, and respond to crises. This course assumes that students have diverse
leadership experiences, and they will be encouraged to draw upon these experiences to investigate,
question and/or challenge ideas presented in readings and class activities. Through small and large-group
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discussions, written assignments, interviews with leaders, simulations, case studies, and presentations,
students will develop core leadership skills as they reflect upon their leadership strengths and
opportunities for growth.
Requirements: Must be an Online Master's in Education Leadership
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations OEL
Course Search Attributes Display Only in Course Search
Education BH200 Section: 1
K-16 Transitions: Developmental Perspectives on College and Career Readiness (224949)
Mandy Savitz-Romer
2025 Spring (2 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS***This module is designed to provide students with a
developmental perspective on how students conceptualize and engage in college and career readiness.
While no one student will follow an identical path to and through college/career, a developmental approach
that emphasizes the importance of aspiration formation, identity development, hopefulness, motivation,
and planfulness for college and career is essential to inventing a positive, meaningful future. This module
invites students to consider these developmental constructs in light of the structures and systems that
shape an individual's future self. Students will review scholarship from the fields of PreK-12 education,
counseling, psychology, higher education, and career development with an emphasis on strengths-based
frameworks that center students' social identities, assets, and developmental needs. The class will
combine developmental theories with applied educational experiences across the K-16 continuum.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations OEL
Education BQO11A
Section: 01
Equity and Opportunity: Class in Context (220739)
Noah Heller
Jing Qiu
2024 Fall (2 Credits)
Schedule:
R 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment**ONLY OFFERED FOR OEL STUDENTS* The first part of HGSE's Foundations in
Equity and Opportunity is an "Identity in Context" module in which students will engage in academically
and personally rigorous inquiry about a dimension of social identity. This module will focus specifically on
class in context. Students in each Equity and Opportunity: Identity in Context module will: (1) engage
deeply with key concepts in equity, opportunity, inclusion, oppression, privilege, and power within the
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context of education; (2) connect and build meaningful relationships with others while recognizing the
multiple intersecting identities, perspectives and differences people hold; and (3) make progress in
understanding and reflecting on their own experiences and actions across cultures and contexts. Students
will delve into core theories, practices, and texts that apply to all social identities, while also probing
identity-specific topics and challenges. Students can expect to interact with each other and the teaching
team in individual, small group, and whole group settings. Pedagogies and assessments will reflect core
principles in educating for equity and opportunity, including inclusive facilitated discussions, active
listening and learning, journaling, and case study inquiry. Students are encouraged to prioritize topics that
they have not spent much time studying formally or reflecting upon personally as a means to explore the
foundational concepts of equity and opportunity through a relatively new frame.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment HGSE Online Only
Blue Course Evaluations BEQO
All: Cross Reg Availability Not Available for Cross Registration
Education BQO11C
Section: 01
Equity and Opportunity: Gender and Sexuality in Context (220766)
Kimm Topping
Shafia Zaloom
2024 Fall (2 Credits)
Schedule:
T 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment* The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in
Context" module in which students will engage in academically and personally rigorous inquiry about a
dimension of social identity. This module will focus specifically on gender and sexuality in context.
Students in each Equity and Opportunity: Identity in Context module will: (1) engage deeply with key
concepts in equity, opportunity, inclusion, oppression, privilege, and power within the context of
education; (2) connect and build meaningful relationships with others while recognizing the multiple
intersecting identities, perspectives and differences people hold; and (3) make progress in understanding
and reflecting on their own experiences and actions across cultures and contexts. Students will delve into
core theories, practices, and texts that apply to all social identities, while also probing identity-specific
topics and challenges. Students can expect to interact with each other and the teaching team in individual,
small group, and whole group settings. Pedagogies and assessments will reflect core principles in
educating for equity and opportunity, including inclusive facilitated discussions, active listening and
learning, journaling, and case study inquiry. Students are encouraged to prioritize topics that they have not
spent much time studying formally or reflecting upon personally as a means to explore the foundational
concepts of equity and opportunity through a relatively new frame.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment HGSE Online Only
Blue Course Evaluations BEQO
All: Cross Reg Availability Not Available for Cross Registration
Education BQO11D Section: 01
Equity and Opportunity: Race and Ethnicity in Context (220662)
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Abigail Orrick
Samuel Ellison
2024 Fall (2 Credits)
Schedule:
T 0600 PM - 0845 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment* The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in
Context" module in which students will engage in academically and personally rigorous inquiry about one
of six dimensions of social identity. This module will focus specifically on race and ethnicity in context.
Students in each Equity and Opportunity: Identity in Context module will: (1) engage deeply with key
concepts in equity, opportunity, inclusion, oppression, privilege, and power within the context of
education; (2) connect and build meaningful relationships with others while recognizing the multiple
intersecting identities, perspectives and differences people hold; and (3) make progress in understanding
and reflecting on their own experiences and actions across cultures and contexts. Students will delve into
core theories, practices, and texts that apply to all social identities, while also probing identity-specific
topics and challenges. Students can expect to interact with each other and the teaching team in individual,
small group, and whole group settings. Pedagogies and assessments will reflect core principles in
educating for equity and opportunity, including inclusive facilitated discussions, active listening and
learning, journaling, and case study inquiry. Students are encouraged to prioritize topics that they have not
spent much time studying formally or reflecting upon personally as a means to explore the foundational
concepts of equity and opportunity through a relatively new frame. Not open to cross-registration. Course
is graded as satisfactory or unsatisfactory only.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations BEQO
HGSE: Limited Enrollment HGSE Online Only
Education BQO11D Section: 02
Equity and Opportunity: Race and Ethnicity in Context (220662)
Abigail Orrick
Samuel Ellison
2024 Fall (2 Credits)
Schedule:
R 0600 PM - 0900 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment* The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in
Context" module in which students will engage in academically and personally rigorous inquiry about one
of six dimensions of social identity. This module will focus specifically on race and ethnicity in context.
Students in each Equity and Opportunity: Identity in Context module will: (1) engage deeply with key
concepts in equity, opportunity, inclusion, oppression, privilege, and power within the context of
education; (2) connect and build meaningful relationships with others while recognizing the multiple
intersecting identities, perspectives and differences people hold; and (3) make progress in understanding
and reflecting on their own experiences and actions across cultures and contexts. Students will delve into
core theories, practices, and texts that apply to all social identities, while also probing identity-specific
topics and challenges. Students can expect to interact with each other and the teaching team in individual,
small group, and whole group settings. Pedagogies and assessments will reflect core principles in
educating for equity and opportunity, including inclusive facilitated discussions, active listening and
learning, journaling, and case study inquiry. Students are encouraged to prioritize topics that they have not
spent much time studying formally or reflecting upon personally as a means to explore the foundational
concepts of equity and opportunity through a relatively new frame. Not open to cross-registration. Course
HARVARD UNIVERSITY
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is graded as satisfactory or unsatisfactory only.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations BEQO
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Limited Enrollment HGSE Online Only
Education BS010B Section: 1
Designing Surveys and Questionnaires: Principles and Methods (223052)
Joseph McIntyre
2025 Spring (2 Credits)
Schedule:
W 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Questionnaires are among the most common data collection
methods that educational researchers and other social scientists employ. Thus, surveys wield tremendous
impact on the data based decision making that increasingly permeates our educational system and in
society more broadly. Yet producing high-quality survey measures is not a straightforward task. Survey
designers must choose between open ended, ranking, or rating items; between asking questions or posing
statements for respondents to agree/disagree with; how many response options to offer; and the
organizational logic of their survey. Empirical studies exist to guide each of these choices and maximize
the quality of the data collected. This course will familiarize students with the steps and procedures that are
essential to developing high quality surveys. The major topics of the course include defining constructs;
creating items and item wording; response anchors; organizing, ordering, and formatting surveys; and
bolstering response rates. The course is not designed to cover sampling procedures, analysis of survey
data, or interviewing. As a final project, students will design a short questionnaire.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies design a survey instrument
HGSE: Competencies assess cognitive challenges
HGSE: Pedagogy discussion sections
HGSE: Pedagogy readings
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content descriptive statistics
HGSE: Content psychology
HGSE: Content research methods
Blue Course Evaluations OEL
HGSE: Pedagogy peer learning
HGSE: Competencies collect quantitative data
HGSE: Competencies understand data
Education BT022 Section: 1
How the Future of Work is Shaping the Future of Education (223053)
Peter Blair
2025 Spring (4 Credits)
Schedule:
R 0600 PM - 0900 PM
HARVARD UNIVERSITY
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Instructor Permissions:
None
Enrollment Cap:
30
***ONLY OFFERED FOR OEL STUDENTS*** The advent of automation, robotization, artificial intelligence,
and the gig economy are key forces shaping the future of work. The future of work, in turn, is shaping the
demand for traditional education credentials, like college degrees. Fortune 500 companies, such as, Apple,
Google, and Microsoft, in fact, no longer require Bachelor's degrees for incoming workers, opting instead
to hire based on skills. In this course, we will examine the technological changes that are driving the future
of work and the future of education. We will cover topics related to the history of education and technology,
recent impacts of new technological innovations, and responses by the education sector to provide new
credentials, as well as new delivery mechanisms for existing credentials. We will consider how the future of
work and education alters the social contract between technologists, firms, workers, educators, and policy
makers.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education BT211Q Section: 01
Instructional Leadership in Special Education and Inclusion
(220665)
Rhonda Bondie
Khalya Hopkins
2025 Spring (2 Credits)
Schedule:
MWR 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** Join us as we investigate how practices, policies, and
perspectives shape learning for culturally, linguistically, and ability diverse students in inclusive learning
communities. We explore the multiple and intersecting identities of persons with disabilities and increase
our awareness of beliefs and experiences that shape our visions and leadership actions toward inclusion.
Within the US context, we examine the role of race in special education and the pursuit of education
within the context of current and historical systems. We personalize our learning by choosing readings,
simulations, and exercises to learn and then apply our growing knowledge of learner variability to
practical projects relevant to our own context. We increase our knowledge of the identification process,
the full range of disabilities and services, and how individual education programs (IEPs) and 504 plans
work. We learn data collection and analysis methods and how to use evidence-based practices including
Multi-Tier System of Supports (MTSS) and Universal Design for Learning (UDL) to serve all learners
through inclusive communities.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies interpret laws
HGSE: Competencies analyze student data
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy online and blended learning
HGSE: Content universal design for learning
Blue Course Evaluations OEL
HARVARD UNIVERSITY
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Course Search Attributes Display Only in Course Search
HGSE: Competencies practice equity and inclusion
HGSE: Pedagogy discussion sections
HGSE: Content diversity equity inclusion
HGSE: Competencies deliver instruction
Education BT220M Section: 01
Writing Workshop (220664)
Nancy Sommers
2025 Spring (2 Credits)
Schedule:
MTWR 0600 PM - 0900 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
***ONLY OFFERED FOR OEL STUDENTS*** This course is designed for students who want to write more
powerful, compelling, and thoughtful essays. Through drafting, revising, and examining responses to their
own written work, students will learn how to persuade, inform, and delight readers. The best of today's
essayists and bloggers draw on a long tradition of essay writing, and this course will provide multiple
opportunities to explore the lyrical and analytical features of classic and contemporary essays. We'll study
the means by which essays and essayists insinuate themselves into our lives as readers and writers.
Students will write each day and will participate in small groups and workshops to discuss their writing.
Requirements: Must be an online EdM in Education Leadership Student
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations OEL
Education BVI101 Section: 1
Evidence (222148)
Candice Bocala
Christina Claiborne
2024 Summer (4 Credits)
Schedule:
TR 0600 PM - 0830 PM
T 0600 PM - 0830 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving college enrollment rates in Fulton County,
Georgia. We will use evidence to frame the problem of educational inequity, evaluate the quality and
relevance of the evidence about possible solutions, and consider what additional evidence we would need
to strengthen our conclusions. The course uses an innovative team-based learning pedagogy, including
"flipped" lectures, whole class discussion, and small-group activities. By the end of the course, students
will be able to weigh the unique affordances of different types of evidence in making decisions about
complex educational dilemmas and will acquire a powerful set of tools for analyzing and applying evidence
to improve education systems. Not open to cross-registration. Course is graded as satisfactory or
HARVARD UNIVERSITY
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unsatisfactory only.
Class Notes: Class will meet on the following dates:
- June 4
- June 6
- June 11
- June 18
- June 25
- July 2
- July 9
- July 16
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Blue Course Evaluations BEVI
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11A Section: 01
Equity and Opportunity: Class in Context
(216666)
Irene Liefshitz
Orelia Jonathan
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on class in context. Students in each Equity and Opportunity:
Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity, inclusion,
oppression, privilege, and power within the context of education; (2) connect and build meaningful
relationships with others while recognizing the multiple intersecting identities, perspectives and
differences people hold; and (3) make progress in understanding and reflecting on their own experiences
and actions across cultures and contexts. Students will delve into core theories, practices, and texts that
apply to all social identities, while also probing identity-specific topics and challenges. Students can expect
to interact with each other and the teaching team in individual, small group, and whole group settings.
Pedagogies and assessments will reflect core principles in educating for equity and opportunity, including
inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry. Students
are encouraged to prioritize topics that they have not spent much time studying formally or reflecting upon
personally as a means to explore the foundational concepts of equity and opportunity through a relatively
new frame. Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
HARVARD UNIVERSITY
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Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11A Section: 02
Equity and Opportunity: Class in Context
(216666)
Irene Liefshitz
Orelia Jonathan
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on class in context. Students in each Equity and Opportunity:
Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity, inclusion,
oppression, privilege, and power within the context of education; (2) connect and build meaningful
relationships with others while recognizing the multiple intersecting identities, perspectives and
differences people hold; and (3) make progress in understanding and reflecting on their own experiences
and actions across cultures and contexts. Students will delve into core theories, practices, and texts that
apply to all social identities, while also probing identity-specific topics and challenges. Students can expect
to interact with each other and the teaching team in individual, small group, and whole group settings.
HARVARD UNIVERSITY
Page 111 of 400
8/27/2024 0:32 AM
Pedagogies and assessments will reflect core principles in educating for equity and opportunity, including
inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry. Students
are encouraged to prioritize topics that they have not spent much time studying formally or reflecting upon
personally as a means to explore the foundational concepts of equity and opportunity through a relatively
new frame. Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11A
Section: 03
Equity and Opportunity: Class in Context (216666)
Xin Xiang
Swati Puri
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
HARVARD UNIVERSITY
Page 112 of 400
8/27/2024 0:32 AM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on class in context. Students in each Equity and Opportunity:
Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity, inclusion,
oppression, privilege, and power within the context of education; (2) connect and build meaningful
relationships with others while recognizing the multiple intersecting identities, perspectives and
differences people hold; and (3) make progress in understanding and reflecting on their own experiences
and actions across cultures and contexts. Students will delve into core theories, practices, and texts that
apply to all social identities, while also probing identity-specific topics and challenges. Students can expect
to interact with each other and the teaching team in individual, small group, and whole group settings.
Pedagogies and assessments will reflect core principles in educating for equity and opportunity, including
inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry. Students
are encouraged to prioritize topics that they have not spent much time studying formally or reflecting upon
personally as a means to explore the foundational concepts of equity and opportunity through a relatively
new frame. Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
HARVARD UNIVERSITY
Page 113 of 400
8/27/2024 0:32 AM
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11A Section: 04
Equity and Opportunity: Class in Context (216666)
Xin Xiang
Swati Puri
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on class in context. Students in each Equity and Opportunity:
Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity, inclusion,
oppression, privilege, and power within the context of education; (2) connect and build meaningful
relationships with others while recognizing the multiple intersecting identities, perspectives and
differences people hold; and (3) make progress in understanding and reflecting on their own experiences
and actions across cultures and contexts. Students will delve into core theories, practices, and texts that
apply to all social identities, while also probing identity-specific topics and challenges. Students can expect
to interact with each other and the teaching team in individual, small group, and whole group settings.
Pedagogies and assessments will reflect core principles in educating for equity and opportunity, including
inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry. Students
are encouraged to prioritize topics that they have not spent much time studying formally or reflecting upon
personally as a means to explore the foundational concepts of equity and opportunity through a relatively
new frame. Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
HARVARD UNIVERSITY
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Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Education EQO11A
Section: 05
Equity and Opportunity: Class in Context (216666)
Kaia Stern
Aaron Bray
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on class in context. Students in each Equity and Opportunity:
Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity, inclusion,
oppression, privilege, and power within the context of education; (2) connect and build meaningful
relationships with others while recognizing the multiple intersecting identities, perspectives and
differences people hold; and (3) make progress in understanding and reflecting on their own experiences
and actions across cultures and contexts. Students will delve into core theories, practices, and texts that
apply to all social identities, while also probing identity-specific topics and challenges. Students can expect
to interact with each other and the teaching team in individual, small group, and whole group settings.
Pedagogies and assessments will reflect core principles in educating for equity and opportunity, including
inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry. Students
are encouraged to prioritize topics that they have not spent much time studying formally or reflecting upon
personally as a means to explore the foundational concepts of equity and opportunity through a relatively
new frame. Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet in
Radcliffe Knafel 104
on the following
dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
HARVARD UNIVERSITY
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Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
Education EQO11B Section: 01
Equity and Opportunity: Dis/ability in Context
(216667)
Todd Grindal
Monica Ng
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on dis/ability in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
HARVARD UNIVERSITY
Page 116 of 400
8/27/2024 0:32 AM
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
Education EQO11B Section: 02
Equity and Opportunity: Dis/ability in Context (216667)
Todd Grindal
Hadas Eidelman
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
HARVARD UNIVERSITY
Page 117 of 400
8/27/2024 0:32 AM
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on dis/ability in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
HARVARD UNIVERSITY
Page 118 of 400
8/27/2024 0:32 AM
Education EQO11B Section: 03
Equity and Opportunity: Dis/ability in Context (216667)
Beth Fornauf
Dayniah Manderson
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on dis/ability in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
HARVARD UNIVERSITY
Page 119 of 400
8/27/2024 0:32 AM
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11B
Section: 04
Equity and Opportunity: Dis/ability in Context (216667)
Bryan Mascio
Dayniah Manderson
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on dis/ability in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
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Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education EQO11C Section: 01
Equity and Opportunity: Gender and Sexuality in Context
(216663)
Gretchen Brion-Meisels
Ron Grady
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on gender and sexuality in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
HARVARD UNIVERSITY
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Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
Education EQO11C Section: 02
Equity and Opportunity: Gender and Sexuality in Context (216663)
Gretchen Brion-Meisels
Ron Grady
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on gender and sexuality in context. Students in each Equity and
HARVARD UNIVERSITY
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Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HARVARD UNIVERSITY
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Education EQO11C Section: 03
Equity and Opportunity: Gender and Sexuality in Context (216663)
Amanda Laws
Michael Vázquez
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on gender and sexuality in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet in Radcliffe Knafel Coolidge 105 on the
following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
HARVARD UNIVERSITY
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Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11C
Section: 04
Equity and Opportunity: Gender and Sexuality in Context (216663)
Amanda Laws
Michael Vázquez
2024 Fall (2 Credits)
Schedule:
MTRF 0130 PM - 0400 PM
TWR 0130 PM - 0400 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on gender and sexuality in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet in Radcliffe Knafel Coolidge 105 on the
following dates:
Monday 8/5: 1:30-4:00pm
Tuesday 8/6: 1:30-4:00pm
HARVARD UNIVERSITY
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Thursday 8/8: 1:30-4:00pm
Friday 8/9: 1:30-4:00pm
Tuesday 8/13: 1:30-4:00pm
Wednesday 8/14: 1:30-4:00pm
Thursday 8/15: 1:30-4:00pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11D Section: 01
Equity and Opportunity: Race and Ethnicity in Context
(216662)
Jarvis Givens
Ivelisse Ramos
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on race and ethnicity in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
Education EQO11D Section: 02
Equity and Opportunity: Race and Ethnicity in Context (216662)
Jarvis Givens
Ivelisse Ramos
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
HARVARD UNIVERSITY
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The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on race and ethnicity in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
Education EQO11D Section: 03
Equity and Opportunity: Race and Ethnicity in Context (216662)
Ebonée Green
Timothy McCarthy
2024 Fall (2 Credits)
Schedule:
MTRF 0930 AM - 1200 PM
TWR 0930 AM - 1200 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on race and ethnicity in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 9:30am-12:00pm
Tuesday 8/6: 9:30am-12:00pm
Thursday 8/8: 9:30am-12:00pm
Friday 8/9: 9:30am-12:00pm
Tuesday 8/13: 9:30am-12:00pm
Wednesday 8/14: 9:30am-12:00pm
Thursday 8/15: 9:30am-12:00pm
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
Education EQO11D
Section: 04
Equity and Opportunity: Race and Ethnicity in Context (216662)
Ebonée Green
Timothy McCarthy
2024 Fall (2 Credits)
Schedule:
MTRF 0130 PM - 0400 PM
TWR 0130 PM - 0400 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on race and ethnicity in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 1:30- 4:00pm
Tuesday 8/6: 1:30- 4:00pm
Thursday 8/8: 1:30- 4:00pm
HARVARD UNIVERSITY
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Friday 8/9: 1:30- 4:00pm
Tuesday 8/13: 1:30- 4:00pm
Wednesday 8/14: 1:30- 4:00pm
Thursday 8/15: 1:30- 4:00pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11D Section: 05
Equity and Opportunity: Race and Ethnicity in Context
(216662)
Liya Escalera
Jaein Lee
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on race and ethnicity in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education EQO11D Section: 06
Equity and Opportunity: Race and Ethnicity in Context (216662)
Liya Escalera
Jaein Lee
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on race and ethnicity in context. Students in each Equity and
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Not open to cross-registration. Course is graded as satisfactory or
unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
Education EQO11E Section: 01
Equity and Opportunity: Citizenship and Nationality in Context (216665)
Alysha Banerji
Meira Levinson
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on citizenship and nationality in context. Students in each
Equity and Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity,
opportunity, inclusion, oppression, privilege, and power within the context of education; (2) connect and
build meaningful relationships with others while recognizing the multiple intersecting identities,
perspectives and differences people hold; and (3) make progress in understanding and reflecting on their
own experiences and actions across cultures and contexts. Students will delve into core theories,
practices, and texts that apply to all social identities, while also probing identity-specific topics and
challenges. Students can expect to interact with each other and the teaching team in individual, small
group, and whole group settings. Pedagogies and assessments will reflect core principles in educating for
equity and opportunity, including inclusive facilitated discussions, active listening and learning, journaling,
and case study inquiry. Students are encouraged to prioritize topics that they have not spent much time
studying formally or reflecting upon personally as a means to explore the foundational concepts of equity
and opportunity through a relatively new frame. Not open to cross-registration. Course is graded as
satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
HARVARD UNIVERSITY
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Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11E
Section: 02
Equity and Opportunity: Citizenship and Nationality in Context (216665)
Meira Levinson
Alysha Banerji
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on citizenship and nationality in context. Students in each
Equity and Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity,
opportunity, inclusion, oppression, privilege, and power within the context of education; (2) connect and
build meaningful relationships with others while recognizing the multiple intersecting identities,
perspectives and differences people hold; and (3) make progress in understanding and reflecting on their
own experiences and actions across cultures and contexts. Students will delve into core theories,
practices, and texts that apply to all social identities, while also probing identity-specific topics and
challenges. Students can expect to interact with each other and the teaching team in individual, small
group, and whole group settings. Pedagogies and assessments will reflect core principles in educating for
equity and opportunity, including inclusive facilitated discussions, active listening and learning, journaling,
and case study inquiry. Students are encouraged to prioritize topics that they have not spent much time
studying formally or reflecting upon personally as a means to explore the foundational concepts of equity
and opportunity through a relatively new frame. Not open to cross-registration. Course is graded as
satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
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Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EQO11E Section: 03
Equity and Opportunity: Citizenship and Nationality in Context
(216665)
Liz Duraisingh
Paula Laurel Jackson
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on citizenship and nationality in context. Students in each
Equity and Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity,
opportunity, inclusion, oppression, privilege, and power within the context of education; (2) connect and
build meaningful relationships with others while recognizing the multiple intersecting identities,
perspectives and differences people hold; and (3) make progress in understanding and reflecting on their
own experiences and actions across cultures and contexts. Students will delve into core theories,
practices, and texts that apply to all social identities, while also probing identity-specific topics and
challenges. Students can expect to interact with each other and the teaching team in individual, small
group, and whole group settings. Pedagogies and assessments will reflect core principles in educating for
equity and opportunity, including inclusive facilitated discussions, active listening and learning, journaling,
and case study inquiry. Students are encouraged to prioritize topics that they have not spent much time
studying formally or reflecting upon personally as a means to explore the foundational concepts of equity
and opportunity through a relatively new frame. Not open to cross-registration. Course is graded as
satisfactory or unsatisfactory only.
HARVARD UNIVERSITY
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Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Education EQO11E Section: 04
Equity and Opportunity: Citizenship and Nationality in Context (216665)
Liz Duraisingh
Paula Laurel Jackson
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on citizenship and nationality in context. Students in each
HARVARD UNIVERSITY
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Equity and Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity,
opportunity, inclusion, oppression, privilege, and power within the context of education; (2) connect and
build meaningful relationships with others while recognizing the multiple intersecting identities,
perspectives and differences people hold; and (3) make progress in understanding and reflecting on their
own experiences and actions across cultures and contexts. Students will delve into core theories,
practices, and texts that apply to all social identities, while also probing identity-specific topics and
challenges. Students can expect to interact with each other and the teaching team in individual, small
group, and whole group settings. Pedagogies and assessments will reflect core principles in educating for
equity and opportunity, including inclusive facilitated discussions, active listening and learning, journaling,
and case study inquiry. Students are encouraged to prioritize topics that they have not spent much time
studying formally or reflecting upon personally as a means to explore the foundational concepts of equity
and opportunity through a relatively new frame. Not open to cross-registration. Course is graded as
satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
All: Cross Reg Availability Not Available for Cross Registration
HARVARD UNIVERSITY
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Education EQO11E Section: 5
Equity and Opportunity: Citizenship and Nationality in Context (216665)
Nicolas Riveros Medelius
Eric Torres
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on citizenship and nationality in context. Students in each
Equity and Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity,
opportunity, inclusion, oppression, privilege, and power within the context of education; (2) connect and
build meaningful relationships with others while recognizing the multiple intersecting identities,
perspectives and differences people hold; and (3) make progress in understanding and reflecting on their
own experiences and actions across cultures and contexts. Students will delve into core theories,
practices, and texts that apply to all social identities, while also probing identity-specific topics and
challenges. Students can expect to interact with each other and the teaching team in individual, small
group, and whole group settings. Pedagogies and assessments will reflect core principles in educating for
equity and opportunity, including inclusive facilitated discussions, active listening and learning, journaling,
and case study inquiry. Students are encouraged to prioritize topics that they have not spent much time
studying formally or reflecting upon personally as a means to explore the foundational concepts of equity
and opportunity through a relatively new frame. Not open to cross-registration. Course is graded as
satisfactory or unsatisfactory only.
Class Notes:
Course will meet in Littauer M16 on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
HARVARD UNIVERSITY
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Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
Education EQO11F
Section: 01
Equity and Opportunity: Language in Context (216664)
Paola Uccelli
Maya Alkateb-Chami
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on language in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
HARVARD UNIVERSITY
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Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Blue Course Evaluations EQO
Education EQO11F Section: 02
Equity and Opportunity: Language in Context
(216664)
Paola Uccelli
Maya Alkateb-Chami
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
23
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on language in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Course is graded as satisfactory or unsatisfactory only.
HARVARD UNIVERSITY
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Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Education EQO11F Section: 3
Equity and Opportunity: Language in Context (216664)
Gladys Aguilar
Linda Andreev
2024 Fall (2 Credits)
Schedule:
MTRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on language in context. Students in each Equity and
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 10:00am-12:30pm
Tuesday 8/6: 10:00am-12:30pm
Thursday 8/8: 10:00am-12:30pm
Friday 8/9: 10:00am-12:30pm
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Only part-time residential students may request to add or drop this
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
HARVARD UNIVERSITY
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Education EQO11F Section: 4
Equity and Opportunity: Language in Context (216664)
Gladys Aguilar
Linda Andreev
2024 Fall (2 Credits)
Schedule:
MTRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
The first part of HGSE's Foundations in Equity and Opportunity is an "Identity in Context" module in which
students will engage in academically and personally rigorous inquiry about one of six dimensions of social
identity. This module will focus specifically on language in context. Students in each Equity and
Opportunity: Identity in Context module will: (1) engage deeply with key concepts in equity, opportunity,
inclusion, oppression, privilege, and power within the context of education; (2) connect and build
meaningful relationships with others while recognizing the multiple intersecting identities, perspectives
and differences people hold; and (3) make progress in understanding and reflecting on their own
experiences and actions across cultures and contexts. Students will delve into core theories, practices, and
texts that apply to all social identities, while also probing identity-specific topics and challenges. Students
can expect to interact with each other and the teaching team in individual, small group, and whole group
settings. Pedagogies and assessments will reflect core principles in educating for equity and opportunity,
including inclusive facilitated discussions, active listening and learning, journaling, and case study inquiry.
Students are encouraged to prioritize topics that they have not spent much time studying formally or
reflecting upon personally as a means to explore the foundational concepts of equity and opportunity
through a relatively new frame. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/5: 2:00-4:30pm
Tuesday 8/6: 2:00-4:30pm
Thursday 8/8: 2:00-4:30pm
Friday 8/9: 2:00-4:30pm
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Only part-time residential students may request to add or drop this
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
course by emailing [email protected]. Add requests must be
received by Sunday, August 4 at 11:59 pm EDT, and approval is
dependent on space and instructor permission. Drop requests must be
received by Monday, August 5 at 11:59 pm EDT.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EQO
Course Search Attributes Display Only in Course Search
Education EVI101 Section: 01
Evidence (214354)
Carrie Conaway
Zenzile Riddick
2024 Fall (4 Credits)
Schedule:
TWR 1000 AM - 1230 PM
M 1000 AM - 1230 PM
M 0200 PM - 0430 PM
MTWRF 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Gutman Conference
Center 1, for both AM and PM sessions)
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
HARVARD UNIVERSITY
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Thursday 8/15: 10:00am-12:30pm
Monday 8/19: 10:00am-12:30pm
Tuesday 8/20: 10:00am-12:30pm
Wednesday 8/21: 10:00am-12:30pm
Thursday 8/22: 10:00am-12:30pm
Friday 8/23: 10:00am-12:30pm
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EVI
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education EVI101 Section: 01
Evidence
(214354)
Zid Mancenido
2025 Spring (4 Credits)
Schedule:
M 0430 PM - 0600 PM
TWR 0430 PM - 0700 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes: This class will run from 1/6 - 1/23.
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There will be addition class meetings from Tuesday 1/21 - Thursday
1/23 from 4:30pm - 7:30pm.
This course is limited to teacher candidate residents in the TTL
program and others by permission of the instructor or registrar.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EVI
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education EVI101 Section: 02
Evidence (214354)
Drew Allen
Christina Claiborne
2024 Fall (4 Credits)
Schedule:
MTWRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
M 1000 AM - 1230 PM
M 0200 PM - 0400 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Longfellow 319, for both
AM and PM sessions)
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
HARVARD UNIVERSITY
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Thursday 8/15: 10:00am-12:30pm
Monday 8/19: 10:00am-12:30pm
Tuesday 8/20: 10:00am-12:30pm
Wednesday 8/21: 10:00am-12:30pm
Thursday 8/22: 10:00am-12:30pm
Friday 8/23: 10:00am-12:30pm
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EVI
Education EVI101 Section: 03
Evidence
(214354)
Joseph McIntyre
Zachary Lim
2024 Fall (4 Credits)
Schedule:
M 1030 AM - 0100 PM
MTWRF 1030 AM - 0100 PM
TWR 1030 AM - 0100 PM
M 0230 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
HARVARD UNIVERSITY
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Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Gutman Conference
Center 4/5, for both AM and PM sessions)
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Monday 8/19: 10:00am-12:30pm
Tuesday 8/20: 10:00am-12:30pm
Wednesday 8/21: 10:00am-12:30pm
Thursday 8/22: 10:00am-12:30pm
Friday 8/23: 10:00am-12:30pm
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EVI
Course Search Attributes Display Only in Course Search
Education EVI101 Section: 04
Evidence (214354)
Alexis Gable
Ann Mantil
2024 Fall (4 Credits)
Schedule:
M 1000 AM - 1230 PM
MTWRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
M 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
HARVARD UNIVERSITY
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make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Gutman Reading Area,
for both AM and PM sessions)
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Monday 8/19: 2:00-4:30pm
Tuesday 8/20: 2:00-4:30pm
Wednesday 8/21: 2:00-4:30pm
Thursday 8/22: 2:00-4:30pm
Friday 8/23: 2:00-4:30pm
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EVI
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HARVARD UNIVERSITY
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Education EVI101 Section: 05
Evidence (214354)
Gabrielle Oliveira
Douglas Mosher
2024 Fall (4 Credits)
Schedule:
M 1000 AM - 1230 PM
MTWRF 1000 AM - 1230 PM
TWR 1000 AM - 1230 PM
M 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Larsen G08, for both AM
and PM sessions)
Tuesday 8/13: 10:00am-12:30pm
Wednesday 8/14: 10:00am-12:30pm
Thursday 8/15: 10:00am-12:30pm
Monday 8/19: 10:00am-12:30pm
Tuesday 8/20: 10:00am-12:30pm
Wednesday 8/21: 10:00am-12:30pm
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Thursday 8/22: 10:00am-12:30pm
Friday 8/23: 10:00am-12:30pm
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EVI
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education EVI101 Section: 06
Evidence (214354)
Jane Kang
Zid Mancenido
2024 Fall (4 Credits)
Schedule:
MTWRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
M 0200 PM - 0430 PM
M 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Askwith -Longfellow
116, for both AM and PM sessions)
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
HARVARD UNIVERSITY
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Thursday 8/15: 2:00-4:30pm
Monday 8/19: 2:00-4:30pm
Tuesday 8/20: 2:00-4:30pm
Wednesday 8/21: 2:00-4:30pm
Thursday 8/22: 2:00-4:30pm
Friday 8/23: 2:00-4:30pm
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EVI
Education EVI101 Section: 07
Evidence
(214354)
Melanie Rucinski
Justin Hauver
2024 Fall (4 Credits)
Schedule:
TWR 0200 PM - 0430 PM
M 0200 PM - 0430 PM
MTWRF 0200 PM - 0430 PM
M 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
HARVARD UNIVERSITY
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Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Gutman Conference
Center 2/3, for both AM and PM sessions)
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Monday 8/19: 2:00-4:30pm
Tuesday 8/20: 2:00-4:30pm
Wednesday 8/21: 2:00-4:30pm
Thursday 8/22: 2:00-4:30pm
Friday 8/23: 2:00-4:30pm
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EVI
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education EVI101 Section: 08
Evidence (214354)
Abigail Orrick
Alejandro Ganimian
2024 Fall (4 Credits)
Schedule:
M 0200 PM - 0430 PM
MTWRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
M 1000 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
HARVARD UNIVERSITY
Page 154 of 400
8/27/2024 0:32 AM
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Larsen 106, for both AM
and PM sessions)
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Monday 8/19: 2:00-4:30pm
Tuesday 8/20: 2:00-4:30pm
Wednesday 8/21: 2:00-4:30pm
Thursday 8/22: 2:00-4:30pm
Friday 8/23: 2:00-4:30pm
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations EVI
HARVARD UNIVERSITY
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Education EVI101 Section: 09
Evidence (214354)
James Kim
Irene Holtzman
2024 Fall (4 Credits)
Schedule:
M 0200 PM - 0430 PM
M 1000 AM - 1230 PM
MTWRF 0200 PM - 0430 PM
TWR 0200 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
75
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Course will meet on the following dates:
Monday 8/12: 10:00am-12:30pm, 2:00-4:30pm (Gutman 302/303, for
both AM and PM sessions)
Tuesday 8/13: 2:00-4:30pm
Wednesday 8/14: 2:00-4:30pm
Thursday 8/15: 2:00-4:30pm
Monday 8/19: 2:00-4:30pm
Tuesday 8/20: 2:00-4:30pm
Wednesday 8/21: 2:00-4:30pm
HARVARD UNIVERSITY
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Thursday 8/22: 2:00-4:30pm
Friday 8/23: 2:00-4:30pm
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations EVI
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education EVI101 Section: 2
Evidence (214354)
James Kim
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
The dilemmas we face as education professionals seeking to advance equity and opportunity require us to
make sense of, evaluate, and prioritize different kinds of evidence. This course equips students with the
foundational skills and knowledge they'll need to interpret the most common forms of evidence—both
qualitative and quantitative—and apply them to their practice. We ground our exploration of these issues in
a persistent, pervasive, and provocative challenge: improving equity in literacy outcomes for grade 3 to 5
students in Charlotte-Mecklenburg, North Carolina. We will use evidence to frame the problem of
educational inequity, evaluate the quality and relevance of the evidence about possible solutions, and
consider what additional evidence we would need to strengthen our conclusions. The course uses an
innovative team-based learning pedagogy, including "flipped" lectures, whole class discussion, and small-
group activities. By the end of the course, students will be able to weigh the unique affordances of different
types of evidence in making decisions about complex educational dilemmas and will acquire a powerful set
of tools for analyzing and applying evidence to improve education systems. Not open to cross-
registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes: This pilot version of EVI101 will have a unique topical focus: improving
academic achievement in grades 4 to 8 in São Paolo, Brazil.
Enrollment is closed.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education H110G Section: 01
Learning in a Globalizing World: Toward Cultural and Global Awareness for Justice (180413)
Bruno della Chiesa
2025 Spring (2 Credits)
Schedule:
MTWRF 0900 AM - 1200 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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Learning in a Globalizing World:Towards cultural/global awareness against xenophobia, discrimination and
oppression
Please visit the course website for the complete description.
Attending all 9 sessions (January 7-17) is required.
For each session, the first two hours (9 to 11) are compulsory: missing a single hour generally leads to
serious learning issues.
Each morning, the following hour (11 to 12) is optional.
At least one 30-mn one-on-one meeting with teaching staff (between January 13 and 25) is required.
There are no prerequisites, but previous experience of immersion in different cultures proves generally
useful.
Potentially relevant for anyone, particularly for people contemplating intercultural professions (diplomatic
services, NGOs, etc.) and/or professions dealing with minorities.
H110G features primarily anthropology, sociology, history, geopolitics, didactics, linguistics and
philosophy (ethics).
Very strong motivation highly recommended!
Class Notes: Please note the 11:00am - 12:00pm hour is optional. All students
enrolled in this course are expected to participate from 9:00am - 11:
00am. Further information will be available in class.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Competencies democracy
HGSE: Content immigration
HGSE: Content diversity equity inclusion
HGSE: Pedagogy reflective writing
Course Search Attributes Display Only in Course Search
HGSE: Content culture
HGSE: Pedagogy socratic discussion
HGSE: Competencies practice equity and inclusion
HGSE: Competencies analyze arguments
HGSE: Content ethics
HGSE: Pedagogy discussion sections
HGSE: Content language and literacy
HGSE: Content global/international context
HGSE: Pedagogy peer learning
HGSE: Competencies debate
HGSE: Content social justice
HGSE: Content motivation
HGSE: Content politics
HGSE: Content metacognition
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content history
HGSE: Content linguistic diversity
HGSE: Content identity
HGSE: Content policy
HGSE: Competencies develop research questions
HGSE: Content values
HGSE: Pedagogy lecture
All: Cross Reg Availability Available for Harvard Cross Registration
HARVARD UNIVERSITY
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Education H110L Section: 01
Becoming an Expert Learner (213647)
Tina Grotzer
2024 Fall (2 Credits)
Schedule:
F 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Understanding how one's mind works is essential to using it well and to becoming an expert learner. When
learning to operate a new piece of technology, a vehicle, or other device, we might read the owner's
manual, take a tutorial, or work with a mentor. We spend our lives learning and while much of what we do
suffices, we can use our minds more effectively for optimal learning. This module focuses on what is
known from research about human cognitive architecture. It considers research on perception, attention,
memory, comprehension, and reasoning that can help support expertise in learning. It will consider both
cutting edge research and research that is older, well-vetted, but under-utilized. Each session will introduce
a new set of concepts, the implications of those concepts for learning will be explored, and students will be
tasked with applying the implications to their own learning during the week. Discussion will include ways in
which human minds and AI can complement each other in learning and performance. Students will keep a
journal of their learning and submit a weekly two-page reflection on how they applied the course concepts
to their learning that week. Grading will be based upon the weekly reflections; there is no final project. The
course pedagogy centers on active processing and utilizes the principles taught in the course with a strong
focus on application and transfer. It is expected that students will apply the course concepts to their own
learning; educators may also find the course valuable as they support the development of expert learners
amongst their own students.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Competencies assess cognitive challenges
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
HGSE: Content neuroscience
HGSE: Content learning and teaching
HGSE: Content metacognition
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
Education H110L Section: S01
Becoming an Expert Learner
(213647)
Tina Grotzer
2024 Fall (2 Credits)
Schedule:
T 0900 AM - 0925 AM
Instructor Permissions:
None
Enrollment Cap:
30
Understanding how one's mind works is essential to using it well and to becoming an expert learner. When
learning to operate a new piece of technology, a vehicle, or other device, we might read the owner's
manual, take a tutorial, or work with a mentor. We spend our lives learning and while much of what we do
suffices, we can use our minds more effectively for optimal learning. This module focuses on what is
known from research about human cognitive architecture. It considers research on perception, attention,
memory, comprehension, and reasoning that can help support expertise in learning. It will consider both
cutting edge research and research that is older, well-vetted, but under-utilized. Each session will introduce
a new set of concepts, the implications of those concepts for learning will be explored, and students will be
tasked with applying the implications to their own learning during the week. Discussion will include ways in
HARVARD UNIVERSITY
Page 159 of 400
8/27/2024 0:32 AM
which human minds and AI can complement each other in learning and performance. Students will keep a
journal of their learning and submit a weekly two-page reflection on how they applied the course concepts
to their learning that week. Grading will be based upon the weekly reflections; there is no final project. The
course pedagogy centers on active processing and utilizes the principles taught in the course with a strong
focus on application and transfer. It is expected that students will apply the course concepts to their own
learning; educators may also find the course valuable as they support the development of expert learners
amongst their own students.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies assess cognitive challenges
HGSE: Content metacognition
HGSE: Competencies think strategically
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
HGSE: Content learning and teaching
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
HGSE: Content neuroscience
HGSE: Pedagogy experiential learning
Education H113 Section: 01
Interpreting Evidence in Educational Neuroscience (220732)
Ola Ozernov-Palchik
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
Evidence-based practice is the gold standard of education. But, how do we determine when evidence is
good enough? Understanding what robust science should look like is critical for translating science into
knowledge and, subsequently, into practice. This interactive and discussion-based course will teach you
how to read scientific literature in the cross-disciplinary field of educational neuroscience. We will review
some of the most prevalent methods in educational neuroscience (e.g., neuroimaging, experimental,
computational) as well as topics related to best research practices around open science and
reproducibility. In addition, we will practice dissecting and critically evaluating empirical articles. We will
also examine some misconceptions that are prevalent in education about how the mind and the brain work
and explore how to address them in practice.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze arguments
HGSE: Content psychology
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
HGSE: Pedagogy readings
HGSE: Pedagogy guest speaker(s)
Course Search Attributes Display Only in Course Search
HGSE: Content neuroscience
HGSE: Have You Considered Have you Considered?
HGSE: Competencies synthesize readings
HGSE: Content cognitive development
All: Cross Reg Availability Available for Harvard Cross Registration
Blue Course Evaluations ALL
HARVARD UNIVERSITY
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Education H128
Section: 1
Curiosity in Learning and Development (218774)
Elizabeth Bonawitz
2024 Fall (4 Credits)
Schedule:
F 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
30
*Lottery-Based Enrollment* Why are human's the only agents in the known universe that wonder "why",
and where does this epistemic curiosity come from? Parents, educators, and policy makers agree that we
want to raise a generation of learners who are curious and creative thinkers. Our psychological theories
suggest that curiosity is a critical component of learning. But to foster it, we must understand how it
functions in the developing mind.
In this course, students will learn about the current cutting-edge science of curiosity from a cognitive
science perspective. In addition to engaging in course discussions of the scientific literature, students will
apply this knowledge in group assignments that will focus on how curiosity may be studied in the lab and
will brainstorm on how it can be deployed in the classroom. As part of these assignments, students will
build skills in talking about curiosity – whether it be to
a scientific research funder, school administrator, or policy maker. A final group project will allow students
to hone the knowledge and skills gained in the course by receiving feedback from a group of expert
panelists.
No prerequisites for HGSE Masters students. Strongly recommended for students in LDIT and HDE
programs. Pending space, this course will be open with instructor permission to advanced education and
psychology undergraduates with a strong interest in the cognitive science of learning. Enrollment will be
limited to 30 students.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content psychology
HGSE: Content cognitive development
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze arguments
HGSE: Content research methods
HGSE: Pedagogy project-based learning
HGSE: Competencies make a presentation
HGSE: Competencies improve teaching practice
HGSE: Competencies make policy recommendations
HGSE: Content developmental psychology
HGSE: Competencies think strategically
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy readings
HGSE: Competencies understand data
HGSE: Competencies synthesize readings
HGSE: Pedagogy design thinking
HGSE: Competencies develop research questions
HGSE: Limited Enrollment XREG Allowed
HGSE: Content child development
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HARVARD UNIVERSITY
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Education H128
Section: S01
Curiosity in Learning and Development (218774)
Elizabeth Bonawitz
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-Based Enrollment* Why are human's the only agents in the known universe that wonder "why",
and where does this epistemic curiosity come from? Parents, educators, and policy makers agree that we
want to raise a generation of learners who are curious and creative thinkers. Our psychological theories
suggest that curiosity is a critical component of learning. But to foster it, we must understand how it
functions in the developing mind.
In this course, students will learn about the current cutting-edge science of curiosity from a cognitive
science perspective. In addition to engaging in course discussions of the scientific literature, students will
apply this knowledge in group assignments that will focus on how curiosity may be studied in the lab and
will brainstorm on how it can be deployed in the classroom. As part of these assignments, students will
build skills in talking about curiosity – whether it be to
a scientific research funder, school administrator, or policy maker. A final group project will allow students
to hone the knowledge and skills gained in the course by receiving feedback from a group of expert
panelists.
No prerequisites for HGSE Masters students. Strongly recommended for students in LDIT and HDE
programs. Pending space, this course will be open with instructor permission to advanced education and
psychology undergraduates with a strong interest in the cognitive science of learning. Enrollment will be
limited to 30 students.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content developmental psychology
HGSE: Pedagogy team-based learning
HGSE: Competencies develop research questions
HGSE: Content child development
HGSE: Competencies make a presentation
HGSE: Competencies understand data
HGSE: Content psychology
HGSE: Pedagogy project-based learning
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content research methods
HGSE: Competencies make policy recommendations
HGSE: Competencies analyze arguments
HGSE: Competencies synthesize readings
HGSE: Competencies improve teaching practice
HGSE: Pedagogy small-group discussion
eForm Autosubmitter Auto Submitter
HGSE: Competencies think strategically
HGSE: Content cognitive development
HGSE: Pedagogy design thinking
Course Search Attributes Display Only in Course Search
HARVARD UNIVERSITY
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Education H180 Section: 01
Cognitive Development: Trust and Imagination (180438)
Paul Harris
2025 Spring (4 Credits)
Schedule:
T 1030 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
The purpose of this course is to critically examine two somewhat conflicting views about early cognitive
development, namely that young children: (i) are little scientists who construct their own ideas about the
world based on their own first-hand observation and exploration; and (ii) have a rich fantasy life as shown
by their capacity for make-believe play and their delight in magic and fairy tales. We will examine two
alternative proposals namely that young children: (i) are credulous pupils who are receptive to ideas about
reality supplied by other people; (ii) have an imagination inspired by everyday reality rather than fantastical
possibilities.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content cognitive development
Blue Course Evaluations ALL
HGSE: Content metacognition
HGSE: Content emotional development
Course Search Attributes Display Only in Course Search
Education H205 Section: 01
College Student Development: New Insights & Practical Applications (213556)
Alexis Redding
2024 Fall (4 Credits)
Schedule:
M 0500 PM - 0730 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
A working knowledge of student development theory is a critical tool for professionals in higher education.
Understanding theories of College Student Development helps us to create intentional environments that
support student growth and effectively respond to campus crises. However, given the changing terrain of
higher education, it is also important for us to critically examine classic developmental models and to
expand on traditional frameworks in order to more fully account for the lived experiences of students and
the range of educational contexts they encounter today. This class will ask important questions about how
to modernize and adapt theory to address the needs of our students. We will consider uses and limitations
of theory-based programming as we consider best practices for today's college contexts. Students will
leave this class with a solid foundation of theory, a nuanced understanding of today's college students, and
a toolkit of research-based approaches to offer developmentally-grounded supports that help them thrive.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content developmental psychology
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content postsecondary education
HGSE: Pedagogy lecture
HGSE: Content higher education
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HGSE: Content adult development
HGSE: Pedagogy small-group discussion
Education H205B Section: 1
Student Affairs in Higher Education: A Theory-to-Practice Approach
(223033)
Alexis Redding
2025 Spring (2 Credits)
Schedule:
M 0500 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Student affairs (SA) professionals are central to individual and institutional success in higher education. In
this course, students will gain an understanding of the field of student affairs, develop a toolkit of
professional competencies, and consider best practices as defined by ACPA & NASPA. This is a practice-
oriented course that allows us to use our theoretical toolkit from GSE H205 (College Student Development:
New Insights & Practical Applications) to create actionable solutions to pressing problems in higher
education. We will hear directly from SA professionals who will share their current experiences from a
range of institutional contexts and introduce us to the dilemmas they are working to solve.
The course is ideal for aspiring SA professionals and for anyone who would like to better understand the
institutional structures and practices that are in place to support student success and personal
development in college.
Enrollment is only open to students who complete GSE H205 (College Student Development: New Insights
& Practical Applications).
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education H210P
Section: 01
Queering Education (216690)
Kimm Topping
2025 Spring (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course explores the role of gender and sexuality in shaping young people's schooling experiences,
opportunities, and outcomes, and the role of schooling experiences in shaping young people's notions of
gender and sexuality. In many ways, the course is about the "hidden curriculum" of heteronormativity and
cisnormativity, or the subtle practices in schools that privilege heterosexual, gendered identities and ways
of being. As such, students in the course will apply the concept of the hidden curriculum to the study of
gender and schooling in order to understand why and how children and youth with different gender
identities experience schooling differently and why and how heteronormative schooling detrimentally
impacts all students.
By the end of the module, students should be able to: (1) Talk comfortably about queer history and how it
can inform our understanding of schools and schooling; (2) identify specific strategies that educators at
various levels might use to support students in negotiating gender and sexuality norms; (3) identify tools
that schools can use to build positive, nurturing environments, which open up possibilities for complex
gender and sexual identity development; and (4) analyze and evaluate a variety of school practices,
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curricula, programs, and policies that seek to support healthy gender and sexual identity development for
U.S. children and adolescents. In order to achieve these goals, the course will begin with some theoretical
and historical grounding, move into an exploration of dominant narratives of gender and sexuality today,
and then begin to explore where there is possibility for change. The course will provide opportunities to
consider the ways in which other elements of identity (e.g., race, culture, socioeconomic status, age,
religion, geography, etc.) intersect with gender and sexuality in the process of identity development.
Although schools will be the central setting examined, course materials are also applicable to community-
based settings. This course will take a heavily practice-based approach, building on case studies and guest
speakers with direct experience in the field.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content bullying/discrimination
HGSE: Content identity
HGSE: Content diversity equity inclusion
HGSE: Pedagogy lecture
Course Search Attributes Display Only in Course Search
HGSE: Competencies design a lesson
HGSE: Competencies design a school
HGSE: Content risk prevention/intervention
HGSE: Competencies E&O Electives
HGSE: Content lgbtq
HGSE: Content gender
HGSE: Pedagogy project-based learning
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Content social justice
HGSE: Pedagogy small-group discussion
HGSE: Competencies develop curriculum
HGSE: Content adolescent development
HGSE: Content child development
HGSE: Pedagogy peer learning
HGSE: Pedagogy curriculum-design project
Education H210V
Section: 01
Empowering Human Relationships Across Developmental Contexts (216693)
Junlei Li
2025 Spring (2 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
35
In this module, we will seek to understand and improve the quality of human interactions across a wide
range of developmental contexts (both cultural and institutional), from orphanages to classrooms and from
early childhood to youth development. The driving question is: How do we encourage, enhance, and
empower the human relationships around children and youth in adversity? By learning from what ordinary
people do extraordinarily well in relationships with one another in simple, everyday moments, we can
nurture intuition into intention, grow communities of practice, and plant seeds for sustainable systems
change. The course weaves together "understanding" and "applying." Part of the course will focus on
applying developmental theories to examine actual practices (on video) in authentic field settings of human
development. Part of the course will focus on developing and using a relationship-focused tool and theory
of change to improve practices, programs, and policies. The contexts chosen for this module focus on
children experiencing adversity in both US-based and international settings. This module has limited
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enrollment by application. The application requires both a simple petition in my.harvard and a response to
a short survey on the course canvas site. Please consult the canvas site or the teaching team for specific
timelines.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
HGSE: Content developmental psychology
Course Search Attributes Display Only in Course Search
HGSE: Content child development
HGSE: Pedagogy project-based learning
HGSE: Content early childhood
HGSE: Content adult development
HGSE: Pedagogy online and blended learning
HGSE: Content relationships with children
HGSE: Content culture
HGSE: Content action research
HGSE: Content social development
HGSE: Pedagogy lecture
HGSE: Pedagogy discussion sections
HGSE: Pedagogy case-method learning
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
Education H210V Section: 01
Empowering Human Relationships Across Developmental Contexts
(216693)
Junlei Li
2025 Spring (2 Credits)
Schedule:
TWR 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
35
In this module, we will seek to understand and improve the quality of human interactions across a wide
range of developmental contexts (both cultural and institutional), from orphanages to classrooms and from
early childhood to youth development. The driving question is: How do we encourage, enhance, and
empower the human relationships around children and youth in adversity? By learning from what ordinary
people do extraordinarily well in relationships with one another in simple, everyday moments, we can
nurture intuition into intention, grow communities of practice, and plant seeds for sustainable systems
change. The course weaves together "understanding" and "applying." Part of the course will focus on
applying developmental theories to examine actual practices (on video) in authentic field settings of human
development. Part of the course will focus on developing and using a relationship-focused tool and theory
of change to improve practices, programs, and policies. The contexts chosen for this module focus on
children experiencing adversity in both US-based and international settings. This module has limited
enrollment by application. The application requires both a simple petition in my.harvard and a response to
a short survey on the course canvas site. Please consult the canvas site or the teaching team for specific
timelines.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content adult development
HGSE: Pedagogy discussion sections
HGSE: Content early childhood
HGSE: Content social development
HGSE: Pedagogy lecture
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HGSE: Content child development
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy reflective writing
HGSE: Content relationships with children
HGSE: Content culture
HGSE: Pedagogy case-method learning
HGSE: Pedagogy project-based learning
HGSE: Competencies E&O Electives
HGSE: Content action research
HGSE: Content developmental psychology
All: Cross Reg Availability Available for Harvard Cross Registration
Education H213 Section: 1
Queer Nation: LGBTQ+ Protest, Politics, and Policy in the United States (218770)
Timothy McCarthy
2024 Fall (4 Credits)
Schedule:
MW 0900 AM - 1015 AM
Instructor Permissions:
Instructor
Enrollment Cap:
15
In this course, we will explore the political and politicized lives of lesbian, gay, bisexual, transgender, and
queer peoples living in the United States since World War II. Centering both an intersectional analysis and
historical critique of "progress," we will focus our attention on the interrelationship between protest (how
LGBTQ people have organized themselves and expressed their demands in the face of systemic
oppression), politics (how LGBTQ people have navigated the "culture wars"), and policy (how LGBTQ
people have shaped and been shaped by laws and legislation) across the Homophile Generation (1940s and
1950s), Stonewall Generation (1960s and 1970s), AIDS Generation (1980s and 1990s), and Marriage
Generation (2000s to present). We will study significant movement moments, hear firsthand from a diverse
range of change agents (including allies and adversaries), and analyze specific legal and
legislative inflection points. Targeted discrimination against and widespread exclusion of queer people
have been urgent and ongoing problems in modern American politics and culture, yet too often these are
treated as afterthoughts in discussions and debates about human rights and social justice—despite the
fact that such prejudicial practices and policies continue to perpetuate stigma and violence against queer
people in myriad ways. The modern LGBTQ movement in the United States offers some important lessons
about the long and difficult struggle over representation and rights, oppression and liberation, assimilation
and equality. We won't cover everything or figure it all out in one module, but any student who is interested
in knowing this history and changing this world will be welcomed, affirmed, and valued in this course.
Class Notes: This course is offered at the Harvard Kennedy School and cross-listed
at HGSE. Please follow the Harvard Kennedy School schedule for
course meeting times.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content politics
HGSE Cross-Listed Course HGSE Cross-Listed Course
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content race/ethnicity
HGSE: Pedagogy guest speaker(s)
HGSE: Content civil rights
HGSE: Competencies E&O Electives
HGSE: Content history
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy team-based learning
HGSE: Pedagogy lecture
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HGSE: Pedagogy case-method learning
HGSE: Content social justice
HGSE: Content gender
HGSE: Content policy
HGSE: Content lgbtq
Education H236 Section: 1
Adolescent Development (180460)
Nancy Hill
2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Adolescence marks change on multiple levels (e.g., biologically, cognitively, and socially) and in multiple
contexts (e.g., family, school, community, and peers). In fact, it marks the largest growth period in human
development outside of infancy. Driven by enhanced thinking and reasoning capabilities, adolescents
struggle with balancing their desires for autonomy and independence with their desires for guidance and
connection. These dynamics result in renegotiating family and social relationships and engagement in
school, impact the effectiveness of educational practices, and enhance adolescents' ability to think and
plan for their future. This course is designed to provide a practical understanding of the developmental
issues, assets, and trajectories of adolescent thinking and reasoning. Based in classic and current theory
and research and using real problems of practice, students will learn, integrate, and apply knowledge of
biological and cognitive development and of identity processes. This course will prepare educational
practitioners to integrate developmental approaches to their pedagogy and provide a foundation for those
interested in applied research on adolescence.
No prerequisites; prior course work in developmental psychology is helpful, but the course is designed for
students without a psychology background. Recommended for students who are planning to work directly
with adolescents or are planning to engage in applied research with adolescents.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content parenting
HGSE: Content social networks
HGSE: Competencies write a literature review
HGSE: Competencies analyze arguments
HGSE: Content motivation
HGSE: Content identity
HGSE: Content media
HGSE: Pedagogy project-based learning
HGSE: Competencies write a policy memo
HGSE: Content student achievement
HGSE: Pedagogy small-group discussion
HGSE: Competencies develop a theory of action
HGSE: Content adolescent development
HGSE: Content online and blended learning
HGSE: Pedagogy discussion sections
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Content lgbtq
HGSE: Content race/ethnicity
HGSE: Pedagogy lecture
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Content relationships
HGSE: Content risk prevention/intervention
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HGSE: Content developmental psychology
HGSE: Pedagogy peer learning
HGSE: Pedagogy team-based learning
Education H247 Section: 1
How Early Adversity Impacts the Course of Human Development (224428)
Charles Nelson
2024 Fall (2 Credits)
Schedule:
M 0900 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
10
Tens of millions of children throughout the world are exposed to early adversity that greatly limits their
developmental potential. A contemporary example is the uptick in mental health problems attributed to the
novel coronavirus pandemic; in addition, more than 10 million children world-wide have been orphaned by
the pandemic. Over and above Covid-19, both before or after birth, children can be deprived of food,
shelter, clean water or adequate caregiving, experience chronic infections due to poor sanitation, or be
exposed to various forms of toxic stress, such as maltreatment, parental divorce or death. These adverse
early events may not just impact child development; rather, there is now abundant evidence that many of
these events, particularly if they are experienced during a critical period of development, can exert effects
that persist throughout the lifespan (a phenomenon explained through the concept of biological
embedding). The overall goal of this seminar is to critically examine the scientific literature that links
exposure to adversity early in life to subsequent physical, neurological and psychological development.
Enrollment note: Although this course is primarily intended for PhD students interested in a critical
examination of the scientific literature, master's students are also welcome.
Class Notes: To be considered for the course, please write a brief paragraph about
why you would like to enroll in the petition for instructor permission
through my.Harvard. Ideally, students will have some background in
psychology/neuroscience and/or experience as educators dealing with
students with a history of early adversity.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a literature review
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy small-group discussion
HGSE: Content child development
Education H247 Section: S01
How Early Adversity Impacts the Course of Human Development (224428)
Charles Nelson
2024 Fall (2 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Tens of millions of children throughout the world are exposed to early adversity that greatly limits their
developmental potential. A contemporary example is the uptick in mental health problems attributed to the
novel coronavirus pandemic; in addition, more than 10 million children world-wide have been orphaned by
the pandemic. Over and above Covid-19, both before or after birth, children can be deprived of food,
shelter, clean water or adequate caregiving, experience chronic infections due to poor sanitation, or be
exposed to various forms of toxic stress, such as maltreatment, parental divorce or death. These adverse
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early events may not just impact child development; rather, there is now abundant evidence that many of
these events, particularly if they are experienced during a critical period of development, can exert effects
that persist throughout the lifespan (a phenomenon explained through the concept of biological
embedding). The overall goal of this seminar is to critically examine the scientific literature that links
exposure to adversity early in life to subsequent physical, neurological and psychological development.
Enrollment note: Although this course is primarily intended for PhD students interested in a critical
examination of the scientific literature, master's students are also welcome.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies write a literature review
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content child development
Education H250 Section: 01
Developmental Psychology (180464)
Paul Harris
2024 Fall (4 Credits)
Schedule:
TR 1030 AM - 1130 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is an introduction to the theories and findings in developmental psychology. It covers the
period of early childhood, but discussion will often extend to older children and adults. The course will
cover attachment, pretense and imagination, theory of mind/autism, language and thought, memory, moral
development, emotion and emotion understanding, vocabulary growth, cross-cultural variation in
relationships and thinking, trust in others' testimony, thinking and reasoning, and religious development.
An important goal is to allow students to examine for themselves not just the conclusions that
psychologists have reached about development but also some of the experiments and observations that
have led to those conclusions.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
HGSE: Content early childhood
HGSE: Have You Considered Have you Considered?
HGSE: Pedagogy lecture
HGSE: Content developmental psychology
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE Cross-Listed Course HGSE Cross-Listed Course
Education H250 Section: S01
Developmental Psychology (180464)
Paul Harris
2024 Fall (4 Credits)
Schedule:
T 0900 AM - 0925 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
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This course is an introduction to the theories and findings in developmental psychology. It covers the
period of early childhood, but discussion will often extend to older children and adults. The course will
cover attachment, pretense and imagination, theory of mind/autism, language and thought, memory, moral
development, emotion and emotion understanding, vocabulary growth, cross-cultural variation in
relationships and thinking, trust in others' testimony, thinking and reasoning, and religious development.
An important goal is to allow students to examine for themselves not just the conclusions that
psychologists have reached about development but also some of the experiments and observations that
have led to those conclusions.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
Course Search Attributes Display Only in Course Search
HGSE: Content developmental psychology
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy lecture
HGSE: Content early childhood
Education H304 Section: 1
Legal and Ethical Issues in Child Advocacy
(180481)
Jacqueline Zeller
2025 Spring (4 Credits)
Schedule:
M 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course provides an introductory overview of ethical and legal issues that affect counselors, school-
based mental health professionals, and those interested in child advocacy. Professionals navigating these
roles with children and their families are often faced with ethical dilemmas that require a balancing of
multiple factors. The course will focus on ethical and legal issues related to counseling and advocating
with children and adolescents in schools, as well as working with systems that impact youth and their
families. Legal mandates, ethical standards, professional responsibilities, and ethical decision -making
frameworks will be included in the course. Guest speakers will address special topics relating to ethics and
the law in connection with school counseling and child advocacy. Developmental and contextual factors
will be highlighted throughout the course. This course is required of Counseling students and also counts
toward a Child Protection Program requirement. Enrollment procedure will be posted on the course website
and includes submitting an interest form by stated deadline on website to be considered for enrollment.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content ethics
HGSE: Content advocacy
HGSE: Competencies collaborate
HGSE: Competencies build partnership
HGSE: Pedagogy lecture
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content mental health
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
HGSE: Content counseling
HGSE: Pedagogy reflective writing
Course Search Attributes Display Only in Course Search
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Education H310M Section: 01
Establishing Loving Spaces for Learning: Preventing Bullying and Discrimination in U.S. Schools (180496)
Gretchen Brion-Meisels
2024 Fall (2 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
60
*Lottery-Based Enrollment* Across the United States, educators are struggling to determine the most
effective ways of creating learning spaces that are loving and transformational for all students. To do this
requires building school climates that are nurturing and inclusive for students from diverse racial, cultural,
socio-economic, and political backgrounds, and who come to school with diverse identities, learning
styles, and challenges. Feeling safe and welcome at school has direct and measurable effects on students'
academic achievement; but how do we create loving spaces for learning? This module will explore
empirical evidence that supports the creation of safe, loving schools and provide examples of best
practices for educators seeking to prevent bullying and discrimination. By the end of the module, students
should be able to: (1) communicate to educational stakeholders and policymakers the importance of
building safe and loving spaces in schools; (2) analyze and critique programs that seek to prevent bullying
and discrimination; and (3) apply their knowledge in a practice, policy or research context of their choice.
To accomplish these goals, in the first half of the course we will explore theoretical and empirical research
on safe, supportive, and inclusive schools, including the prevention of bullying and discrimination. Here,
we will consider the ways that multiple stakeholders define safety. During the second half of the course, we
will explore practical approaches to creating safe and loving educational contexts for young people. Here,
we will focus on strategies that empower young people to be active agents in building loving spaces. The
course will also provide opportunities to consider specific types of identity-related bullying, such as
homophobia, xenophobia, ableism, and racism. Although K-12 schools will be the central setting examined,
course materials are also applicable to community-based settings and higher education.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Competencies engage in difficult conversations
HGSE: Content social justice
HGSE: Pedagogy reflective writing
HGSE: Content adolescent development
HGSE: Content teacher preparation
HGSE: Content bullying/discrimination
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies design a school
HGSE: Competencies build partnership
HGSE: Competencies manage classroom
HGSE: Competencies E&O Electives
HGSE: Content relationships
HGSE: Competencies collaborate
HGSE: Content advocacy
HGSE: Content counseling
HGSE: Content risk prevention/intervention
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy peer learning
HGSE: Pedagogy project-based learning
HGSE: Content diversity equity inclusion
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HGSE: Pedagogy lecture
HGSE: Content school reform
HGSE: Content identity
Education H310M Section: S01
Establishing Loving Spaces for Learning: Preventing Bullying and Discrimination in U.S. Schools (180496)
Gretchen Brion-Meisels
2024 Fall (2 Credits)
Schedule:
T 0330 PM - 0355 PM
Instructor Permissions:
Instructor
Enrollment Cap:
40
*Lottery-Based Enrollment* Across the United States, educators are struggling to determine the most
effective ways of creating learning spaces that are loving and transformational for all students. To do this
requires building school climates that are nurturing and inclusive for students from diverse racial, cultural,
socio-economic, and political backgrounds, and who come to school with diverse identities, learning
styles, and challenges. Feeling safe and welcome at school has direct and measurable effects on students'
academic achievement; but how do we create loving spaces for learning? This module will explore
empirical evidence that supports the creation of safe, loving schools and provide examples of best
practices for educators seeking to prevent bullying and discrimination. By the end of the module, students
should be able to: (1) communicate to educational stakeholders and policymakers the importance of
building safe and loving spaces in schools; (2) analyze and critique programs that seek to prevent bullying
and discrimination; and (3) apply their knowledge in a practice, policy or research context of their choice.
To accomplish these goals, in the first half of the course we will explore theoretical and empirical research
on safe, supportive, and inclusive schools, including the prevention of bullying and discrimination. Here,
we will consider the ways that multiple stakeholders define safety. During the second half of the course, we
will explore practical approaches to creating safe and loving educational contexts for young people. Here,
we will focus on strategies that empower young people to be active agents in building loving spaces. The
course will also provide opportunities to consider specific types of identity-related bullying, such as
homophobia, xenophobia, ableism, and racism. Although K-12 schools will be the central setting examined,
course materials are also applicable to community-based settings and higher education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content advocacy
HGSE: Content school reform
HGSE: Content diversity equity inclusion
Course Search Attributes Display Only in Course Search
HGSE: Competencies build partnership
HGSE: Content adolescent development
HGSE: Pedagogy project-based learning
HGSE: Competencies engage in difficult conversations
HGSE: Content social justice
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content teacher preparation
HGSE: Content identity
HGSE: Pedagogy peer learning
HGSE: Pedagogy lecture
HGSE: Competencies practice equity and inclusion
HGSE: Content relationships
HGSE: Competencies analyze arguments
HGSE: Content bullying/discrimination
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy reflective writing
HGSE: Content counseling
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HGSE: Content risk prevention/intervention
Education H311 Section: 01
Issues of Diversity in Cross-Cultural Counseling and Advocacy (180509)
Josephine Kim
2025 Spring (4 Credits)
Schedule:
T -
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course is an exploration of the personal, social, political, affective, and behavioral considerations of
diversity, inclusion, belonging, and equity. Multicultural competencies (awareness, knowledge, and skills)
in counseling are emphasized as well as their relationship to advocacy and social justice. The course is
designed to increase students' equity literacy and awareness of cultural identities and experiences
and how overt and covert subscription to biases and stereotypes impact the ways in which one approaches
counseling interactions with individuals who are different from them. The combination of lectures, panels,
assignments, and small group discussions seeks to promote students' awareness of their own and
others' life experiences and helps students to develop a deeper understanding of how sociopolitical
and systemic factors affect ethnic and non-ethnic minority groups in the United States and beyond. This
course is focused on -isms that have a direct impact on the helping relationship, and its content is relevant
for any student who is interested in counseling, teaching, program and policy development, student
support, and D& I work.
*This is a required course for school counseling licensure, and permission of instructor is required. Ed.M.
and CAS students in the Counseling strand of HDE are given preference; students must petition to enroll
and be approved by the instructor via my.harvard
*This course fulfills the Educational Equity and Opportunity elective requirement for M.Ed. students
Additional Course Attributes:
Attribute Value(s)
HGSE: Content bullying/discrimination
Blue Course Evaluations ALL
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content civil rights
HGSE: Pedagogy readings
HGSE: Competencies examine trends
HGSE: Content culture
HGSE: Pedagogy experiential learning
Course Search Attributes Display Only in Course Search
HGSE: Content counseling
HGSE: Content identity
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies synthesize readings
HGSE: Pedagogy peer learning
HGSE: Content adolescent development
HGSE: Content diversity equity inclusion
HGSE: Competencies write a research/analytic paper
HGSE: Competencies lead a counseling session
HGSE: Competencies develop a curriculum
HGSE: Content child development
HGSE: Content adult development
HGSE: Pedagogy lecture
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
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HGSE: Competencies engage in difficult conversations
HGSE: Competencies conduct an interview
HGSE: Competencies facilitate group process
HGSE: Competencies E&O Electives
HGSE: Content mental health
HGSE: Content social development
Education H319
Section: 01
Childhood Trauma: Promoting Healing, Resilience, and Hope in Schools (220792)
Vanja Pejic
2025 Spring (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
The primary role of schools is to support students' learning and growth. Traumatic or adverse experiences
can have a direct, immediate, and potentially overwhelming impact on children and youths' learning and
development. Data suggests that, on average, every classroom has at least one student affected by trauma.
Grounded within a socioecological framework, the first portion of the course explores the nature of
childhood trauma by examining ways in which traumatic experiences impact neurobiological,
developmental, and psychosocial processes on the growing child. Traumatic experiences are rooted within
the social environment. The course considers ways in which various nested levels of ecologies (e.g.,
family, peers, school, neighborhood, socio-political structures, and cultural context) intersect and impact
trauma response and resiliency. The latter half of the course examines school trauma informed principles
and effective interventions using a multitiered system approach. Students will learn about school-wide
policies and practices that foster healing and promote resilience across individual, interpersonal, and
institutional sectors. Various group and individual trauma treatment modalities will be discussed to allow
for students to have a foundational understanding of the school trauma treatment landscape through a
culturally and developmentally attuned lens. The course will utilize lectures, case studies, discussions, and
experiential activities to promote awareness, knowledge, and skills in school trauma informed practices
that foster healing, promote resilience, and instill hope in children and youth impacted by trauma. Students
interested in registering in the course must complete the Enrollment Survey prior to registration. This will allow the
teaching team to better understand your learning needs and goals.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Blue Course Evaluations ALL
Education H327 Section: 01
The Process of Counseling: Essential Skills, Techniques, and the Counselor
(180516)
Josephine Kim
2024 Fall (4 Credits)
Schedule:
W 1000 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
40
This course explores the facilitation of counseling, from foundational skills and techniques to its purpose
and process, with the goal of equipping future counselors with intervention strategies and theoretical
underpinnings as applied to individual counseling and psychotherapy with children, adolescents, and
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young adults in K-16 institutions and community settings. In addition to familiarizing students with select
counseling theories, this course covers the process of counseling, from the first intake session and
rapport-building to treatment planning and termination. Considerations of developmental, cultural, familial,
and contextual factors are addressed with regard to their implications for case conceptualization and
treatment planning. This course will shed light on the personhood of the counselor and the direct impact it
has on the helping relationship and therapeutic alliance. Designed to help students develop a beginning
knowledge of counseling skills and the relational process, this course is relevant for students who aspire to
work with children and adolescents as counselors, psychologists, social workers, or other mental health
and student support professionals.
*All students must petition to enroll via my.harvard and provide a statement (under "comments") describing
the following: 1. how this course aligns with their career trajectory; 2. their preparedness and readiness for
the practice of counseling; and 3. their level of student-facing experience. This is a required course for
school counseling licensure, and Ed.M. students in the School Counseling Licensure Pathway of HDE are
given priority. All petitions must be approved by the instructor via my.harvard.
Class Notes: There is an hour-long section that meets outside of class time. Time
and day TBD.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies engage in difficult conversations
HGSE: Pedagogy simulation/role play
HGSE: Competencies conduct intake assessments
HGSE: Content mental health
HGSE: Pedagogy peer learning
HGSE: Pedagogy lecture
HGSE: Competencies write a case study
HGSE: Competencies lead a counseling session
HGSE: Content adolescent development
HGSE: Content risk prevention/intervention
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy case-method learning
HGSE: Content advocacy
HGSE: Content emotional development
HGSE: Pedagogy experiential learning
HGSE: Competencies conduct psychosocial interview
HGSE: Content counseling
All: Cross Reg Availability Not Available for Cross Registration
Education H327
Section: S01
The Process of Counseling: Essential Skills, Techniques, and the Counselor (180516)
Josephine Kim
2024 Fall (4 Credits)
Schedule:
T 1100 AM - 1125 AM
Instructor Permissions:
Instructor
Enrollment Cap:
25
This course explores the facilitation of counseling, from foundational skills and techniques to its purpose
and process, with the goal of equipping future counselors with intervention strategies and theoretical
underpinnings as applied to individual counseling and psychotherapy with children, adolescents, and
young adults in K-16 institutions and community settings. In addition to familiarizing students with select
counseling theories, this course covers the process of counseling, from the first intake session and
rapport-building to treatment planning and termination. Considerations of developmental, cultural, familial,
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and contextual factors are addressed with regard to their implications for case conceptualization and
treatment planning. This course will shed light on the personhood of the counselor and the direct impact it
has on the helping relationship and therapeutic alliance. Designed to help students develop a beginning
knowledge of counseling skills and the relational process, this course is relevant for students who aspire to
work with children and adolescents as counselors, psychologists, social workers, or other mental health
and student support professionals.
*All students must petition to enroll via my.harvard and provide a statement (under "comments") describing
the following: 1. how this course aligns with their career trajectory; 2. their preparedness and readiness for
the practice of counseling; and 3. their level of student-facing experience. This is a required course for
school counseling licensure, and Ed.M. students in the School Counseling Licensure Pathway of HDE are
given priority. All petitions must be approved by the instructor via my.harvard.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content relationships with children
HGSE: Content mental health
HGSE: Content emotional development
HGSE: Pedagogy lecture
HGSE: Content partnerships
HGSE: Pedagogy small-group discussion
HGSE: Competencies lead a counseling session
HGSE: Content psychology
HGSE: Pedagogy simulation/role play
Course Search Attributes Display Only in Course Search
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies conduct intake assessments
HGSE: Competencies build partnership
HGSE: Content child development
HGSE: Content relationships
HGSE: Content counseling
All: Cross Reg Availability Available for Harvard Cross Registration
Education H340 Section: 01
Preventative and Developmental Group Counseling (180520)
Sejal Patel
2024 Fall (4 Credits)
Schedule:
M 0500 PM - 0745 PM
Instructor Permissions:
Instructor
Enrollment Cap:
14
Preventative and Developmental Group Counseling presents approaches to group counseling and
guidance primarily within the K-12 and college context with a focus on adolescents and young adults. The
course will have a heavy emphasis on the application of group counseling concepts and the practice of
leading a group session through an in class experiential group; participation is a requirement for the
course. Upon completion of the course, students will be able to design and facilitate a counseling group
that leads to therapeutic gains for group members. Students will be prepared to launch school- and
community-based group counseling programs.
Permission of instructor required. Enrollment is limited. Required course for CAS in Counseling students in
the (former) Prevention Science and Practice Program pursuing licensure as a school guidance counselor
or a school social worker/school adjustment counselor; CAS in counseling students will be given
priority. For all others, petition to enroll via my.harvard.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Available for Harvard Cross Registration
Education H341 Section: 01
Inventing the Future: Building Connections from School to Career (180521)
Members of the Faculty
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
With growing attention to college- and career-ready practices and policies, educators are looking for new
ways to equip students with the knowledge and skills to envision and successfully pursue future
educational and career opportunities. However, what is often missing from current efforts is a clear
understanding of the ways in which developmental processes influence career development and college
readiness across the preK-16 pipeline. For example, how do young people form aspirations, persevere
when they confront obstacles, or sustain a sense of hopefulness about their futures? This course has two
goals: 1) to provide aspiring teachers, counselors, administrators, higher education staff, and researchers
with an understanding of the developmental processes that shape how children, adolescents, and young
adults approach their futures, and 2) to offer specific strategies for applying this developmental lens to the
design of interventions and other efforts to promote academic and career success.
This course meets the career counseling course requirement for Massachusetts licensure in school social
worker/school adjustment and school guidance counseling.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies build partnership
HGSE: Content higher education
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy project-based learning
HGSE: Competencies develop a business proposal or plan
HGSE: Content community
HGSE: Content motivation
Blue Course Evaluations ALL
HGSE: Content coaching
HGSE: Content counseling
HGSE: Content career development
HGSE: Content developmental psychology
HGSE: Content families
HGSE: Content metacognition
HGSE: Content social justice
HGSE: Content adult development
HGSE: Competencies develop a theory of action
HGSE: Competencies engage families
HGSE: Content adolescent development
HGSE: Content social contexts
HGSE: Content higher-education access
HGSE: Content identity
HGSE: Competencies make a presentation
HGSE: Competencies practice equity and inclusion
HGSE: Competencies design an intervention
HGSE: Competencies facilitate group process
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HGSE: Content psychology
HGSE: Content diversity equity inclusion
Course Search Attributes Display Only in Course Search
HGSE: Content nonprofits
HGSE: Pedagogy peer learning
HGSE: Pedagogy guest speaker(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Competencies write a literature review
HGSE: Content out-of-school time
HGSE: Content student achievement
HGSE: Content risk prevention/intervention
Education H360Y Section: 01
Early Childhood Proseminar (218838)
Hadas Eidelman
Stephanie Jones
2024 Fall (1 Credits)
Schedule:
W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This seminar is one required component for students in the Early Childhood Concentration. Students are
required to attend the weekly meetings, which will take various formats, including the following:
• Invited speakers including early childhood professionals from research, practice, policy, law,
and government who will present their work and engage in discussion/Q&A.
• EC Concentration faculty who will lead sessions related to their expertise.
• EC Concentrators who will have opportunities to design and lead sessions related to their
interests.
Students will be asked to submit two reflections each semester for a total of four over the course of the
year: (1) one specific to a presentation or other session of the seminar, and (2) one at the end of the
semester reflecting on their learning overall. We will host a year-end event to celebrate and share
accomplishments from the year.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Evaluation Course Evaluation Exempt
HGSE: Limited Enrollment LIMITED ENROLLMENT
Full Year Course Indivisible Course
Education H361Y Section: 01
Early Childhood Proseminar (218839)
Hadas Eidelman
2025 Spring (1 Credits)
Schedule:
W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This seminar is one required component for students in the Early Childhood Concentration. Students are
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required to attend the weekly meetings, which will take various formats, including the following:
• Invited speakers including early childhood professionals from research, practice, policy, law,
and government who will present their work and engage in discussion/Q&A.
• EC Concentration faculty who will lead sessions related to their expertise.
• EC Concentrators who will have opportunities to design and lead sessions related to their
interests.
Students will be asked to submit two reflections each semester for a total of four over the course of the
year: (1) one specific to a presentation or other session of the seminar, and (2) one at the end of the
semester reflecting on their learning overall. We will host a year-end event to celebrate and share
accomplishments from the year.
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education H371 Section: 1
Theories and Methods of Child/Adolescent Cognitive and Psychological Assessment
(180531)
Huan-Tang Lu
2025 Spring (4 Credits)
Schedule:
T 1200 PM - 0245 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The purpose of this class is to introduce theoretical and measurement concepts of assessment of children
and adolescents. Students will cultivate knowledge of state-of-the-art counseling assessments and
procedures for testing and interpreting results. We will also explore the strengths and limitations of
assessments and their responsiveness to diverse student populations in educational settings.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content assessment
HGSE: Pedagogy experiential learning
HGSE: Competencies conduct psychosocial interview
HGSE: Content psychological testing
HGSE: Content adolescent development
HGSE: Competencies administer an assessment
HGSE: Competencies conduct a clinical case analysis
HGSE: Content child development
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content ethics
Course Search Attributes Display Only in Course Search
Education H382
Section: 01
The Challenges Kids Face: Developmental, Cultural, & Contextual Perspectives on Risk & Resilience (180544)
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Huan-Tang Lu
2024 Fall (4 Credits)
Schedule:
T 1200 PM - 0245 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This class will explore the various diagnostic categories that are frequently seen in youth. We will both
respect and examine the tension between the utility and limitations of diagnostic categories in thinking
about the challenges that youth face. We will work to expand the myopic tendency to label children's
behavior and reduce complex phenomena into something simple and/or pathological. This class will push
the participants to think about kids in a complex way by considering the subtle interplay of socio-
economic, cultural, familial, and biological factors. A significant conceptual thread throughout the course
will be the attention paid to the power of relationships infusing a child's life— both the productive and
destructive potential of relationships will be investigated. This course meets the psychopathology
requirement for licensure in Massachusetts as a School Adjustment counselor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content mental health
HGSE: Pedagogy multimedia texts
HGSE: Competencies write a research/analytic paper
HGSE: Competencies think strategically
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Content counseling
HGSE: Content risk prevention/intervention
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies conduct a clinical case analysis
HGSE: Content social development
Education H385AY Section: 01
Counseling Practicum: Reflection and Application in Practice (220669)
Jacqueline Zeller
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Childhood Counseling Pre-Practicum and Practicum comprise a sequence of course work designed to give
students a grounding in attachment and systems theories and their applications, which is fundamental to
their practice-based experiences with children. This course is required of all first-year Human Development
and Education Counseling Program students who are in childhood counseling placements. The course will
focus on connecting theory to practice, specifically with regard to the development of students'
professional competencies for counseling and prevention work at their practicum sites. The fall pre-
practicum course prepares students for the second-semester practicum component by introducing
professional competencies and theories necessary for practicing at their internship settings. In the first
semester, emphasis is placed on individual, relational, and systemic perspectives. Relationships with
developing children are explored through the contexts in which they are embedded, including classroom,
school, family, cultural, and community contexts. This class will also periodically join with the adolescent
class on topical subjects, including professional development topics that site supervisors will be invited to
attend. Sections will provide a context for students to discuss and gain support for the unique
developmental and contextual aspects of their practicum experiences. Sections will also serve as a
supportive environment for students to discuss challenges, questions, and successes related to their
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practicum sites and course requirements.
Students may only enroll in this course if they intend to complete the yearlong practicum requirement and
take the Childhood Practicum course. Successful completion of the performance standards in the pre-
practicum course is required to continue practicum work in spring.
Prerequisites: Although not required, a background in child development and experience working with
children and adolescents will strengthen students' understanding of course material and further support
students during their transition into their practicum sites.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
Full Year Course Indivisible Course
Education H385BY Section: 01
Counseling Practicum: Reflection and Application in Practice (220670)
Huan-Tang Lu
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
40
This course focuses on preparing school counselors and school adjustment counselors for professional
practice in schools. It provides the context for counseling students to discuss and gain support for their
field-based practicum in schools, providing opportunity to further develop their professional identities and
interests through a supportive learning environment to reflect on their practicum experiences. With a
specific emphasis on inquiry and reflection, students will participate in case review and the application of
theory and core skills to their practical experiences at their field-based sites. Assignments are designed to
foster students' reflection on their site-based work and their application of coursework to their practicum
experience.
Note: This course alone is not sufficient in preparing students to provide counseling. Students need to be
enrolled in appropriate licensure programs and work under licensed supervisors to gain appropriate
training to apply for required licensure/certification to practice counseling.
Permission of instructor is required. Enrollment is limited to (and required for) Ed.M. students in Human
Development and Education enrolled in the school counseling or school adjustment counseling strand.
Prerequisite: Students must be in a 16-hour-per-week supervised counseling practicum placement.
Successfully meeting the performance standards in H-385BY is required to continue practicum work in H-
386BY.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content child development
HGSE: Content emotional development
HGSE: Limited Enrollment LIMITED ENROLLMENT
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HGSE: Pedagogy licensure practicum
HGSE: Pedagogy field-based learning
HGSE: Competencies write a case study
HGSE: Competencies design an intervention
HGSE: Competencies build partnership
HGSE: Content advocacy
HGSE: Content decision-making
HGSE: Pedagogy internship
HGSE: Pedagogy readings
HGSE: Competencies lead a counseling session
HGSE: Pedagogy case-method learning
HGSE: Pedagogy small-group discussion
HGSE: Competencies practice equity and inclusion
HGSE: Competencies collaborate
HGSE: Competencies think strategically
HGSE: Content counseling
HGSE: Content risk prevention/intervention
HGSE: Competencies conduct a clinical case analysis
HGSE: Competencies synthesize readings
HGSE: Pedagogy reflective writing
HGSE: Competencies make a presentation
HGSE: Content social development
HGSE: Pedagogy team-based learning
Course Evaluation Course Evaluation Exempt
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Pedagogy discussion sections
Full Year Course Indivisible Course
HGSE: Content adolescent development
HGSE: Content school systems
All: Cross Reg Availability Not Available for Cross Registration
Education H386AY Section: 01
Counseling Practicum: Reflection and Application in Practice (220671)
Jacqueline Zeller
2025 Spring (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course is required for all students participating in the Human Development and Education Counseling
Program's childhood c o u n s e l i n g practicum. Successful completion of Childhood Counseling
Pre-Practicum is required to enroll in this course. This course will apply the theories explored in our Pre-
Practicum course to practicing on site. Students will also learn skills to effectively partner and consult
with important individuals in children's lives, including teachers and parents. This class will also
periodically join with the adolescent class on topical subjects, including professional development topics
that site supervisors will be invited to attend. Sections will serve as a supportive environment for students
to discuss challenges, questions, and successes related to their practicum sites.
Assignments for this course will include journal entries and case studies, which aim to facilitate students'
reflection of their practicum work and their application of coursework to their practicum experiences.
Prerequisites: Successful completion of Childhood Pre-Practicum class and pre-practicum training at
placement site.
Additional Course Attributes:
Attribute Value(s)
Full Year Course Indivisible Course
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All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
Blue Course Evaluations ALL
Education H386BY Section: 01
Counseling Practicum: Reflection and Application in Practice (220672)
Huan-Tang Lu
2025 Spring (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
40
This course focuses on preparing school counselors and school adjustment counselors for professional
practice in schools. This practicum class provides the context for counseling students to discuss and gain
support for their field-based work in schools. Students will also have the opportunity to further develop
their professional identities and interests. Class will provide students with a supportive learning
environment to reflect on their practicum experiences. With a specific emphasis on inquiry and reflection,
students will participate in case review and the application of theory and core skills to their practical
experiences at their field-based sites. Assignments will be designed to foster students' reflection on their
site-based work and their application of coursework to their practicum experience.
Note: This course alone is not sufficient in preparing students to provide counseling. Students need to be
enrolled in appropriate licensure programs and work under their licensed supervisors to gain appropriate
training to apply for required licensure/certification to practice counseling.
Permission of instructor is required. Enrollment is limited to, and required for, Ed.M. students in Human
Development and Education enrolled in the school counseling or school adjustment counseling strand.
Prerequisite: Students must be in a 16-hour-per-week supervised counseling practicum placement.
Successfully meeting the performance standards in H-385BY is required to continue practicum work in H-
386BY.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Content adolescent development
HGSE: Pedagogy internship
HGSE: Pedagogy experiential learning
HGSE: Pedagogy field-based learning
HGSE: Content child development
HGSE: Content strategic planning
HGSE: Content diversity equity inclusion
HGSE: Pedagogy licensure practicum
HGSE: Competencies think strategically
HGSE: Pedagogy readings
Course Search Attributes Display Only in Course Search
HGSE: Competencies practice equity and inclusion
HGSE: Content decision-making
HGSE: Content families
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies lead a counseling session
HGSE: Competencies build partnership
HGSE: Competencies synthesize readings
HGSE: Content advocacy
HGSE: Pedagogy peer learning
HGSE: Pedagogy case-method learning
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HGSE: Pedagogy team-based learning
Blue Course Evaluations ALL
HGSE: Competencies engage in difficult conversations
HGSE: Competencies engage families
HGSE: Content mental health
HGSE: Content counseling
HGSE: Content emotional development
HGSE: Pedagogy discussion sections
HGSE: Pedagogy small-group discussion
HGSE: Competencies write a case study
HGSE: Competencies collaborate
Education H390AY Section: 1
Theory, Practice, and Technique in Working with Children, Adolescents, and Families: Part I (203715)
Mandy Savitz-Romer
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
The course uses a combination of lecturettes, small and full group discussions, self-reflective inquiry,
experiential learning and practice-based skill development to prepare students for a career in school-based
counseling. In this course, we will consider the wide range of the school counselors' role to include
advocacy, consultation, classroom lessons, collaboration/teaming, leadership, and counseling. We will also
examine contemporary issues and educational reform efforts that affect the role of the school counselor
and school adjustment counselor. The course aims to foster a professional counseling identity that
incorporates cultural humility, social justice and anti-racist counseling practices. To accomplish this, the
course invites students to examine individual professional goals and values, as well as the personal
tendencies that block individual growth.
The class is guided by four primary aims: 1) provide continued support for students engaging in school-
based counseling fieldwork; 2) introduce students to the national standards that guide professional
counseling; 3) equip students with a social justice framework to guide their professional practice and 4)
present current approaches to evidence-based school-based counseling.
This course is taught in conjunction with the students' practicum placement in a school or therapeutic
setting and leads to licensure in School Counseling or School Adjustment counseling in the state of MA. To
meet state requirements, both Adjustment and School Counseling students will complete a minimum of 600
hours of student contact, training and supervision at their respective sites by the end of the academic year.
Students' hours will include all activities that pertain to their site work such as note taking, direct service
supports, and supervision
Permission of instructor required. Enrollment is limited to second-year CAS students. Prerequisites: H-
380A/BY or H-381A/BY. Students must enroll in H-390BY in the spring.
Requirements: Must be a CAS Student or have permission of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Content advocacy
HGSE: Content counseling
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy peer learning
HGSE: Competencies write a case study
HGSE: Content relationships
HGSE: Content families
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy internship
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HGSE: Content ethics
HGSE: Pedagogy reflective writing
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content social development
Education H390BY Section: 1
Theory, Practice, and Technique in Working with Children, Adolescents, and Families: Part II (203716)
Mandy Savitz-Romer
2025 Spring (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
The course uses a combination of lecturettes, small and full group discussions, self-reflective inquiry,
experiential learning and practice-based skill development to prepare students for a career in school-based
counseling. In this course, we will consider the wide range of the school counselors' role to include
advocacy, consultation, classroom lessons, collaboration/teaming, leadership, and counseling. We will also
examine contemporary issues and educational reform efforts that affect the role of the school counselor
and school adjustment counselor. The course aims to foster a professional counseling identity that
incorporates cultural humility, social justice and anti-racist counseling practices. To accomplish this, the
course invites students to examine individual professional goals and values, as well as the personal
tendencies that block individual growth.
The class is guided by four primary aims: 1) provide continued support for students engaging in school-
based counseling fieldwork; 2) introduce students to the national standards that guide professional
counseling; 3) equip students with a social justice framework to guide their professional practice and 4)
present current approaches to evidence-based school-based counseling.
This course is taught in conjunction with the students' practicum placement in a school or therapeutic
setting and leads to licensure in School Counseling or School Adjustment counseling in the state of MA. To
meet state requirements, both Adjustment and School Counseling students will complete a minimum of 600
hours of student contact, training and supervision at their respective sites by the end of the academic year.
Students' hours will include all activities that pertain to their site work such as note taking, direct service
supports, and supervision
Permission of instructor required. Enrollment is limited to second-year CAS students. Prerequisites: H-
380A/BY or H-381A/BY. Students must enroll in H-390BY in the spring.
Requirements: Enrollment in this course requires completion of H390AY.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies lead a counseling session
HGSE: Content relationships
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content social development
HGSE: Pedagogy internship
HGSE: Competencies write a case study
HGSE: Competencies make a presentation
HGSE: Content advocacy
HGSE: Content families
HGSE: Pedagogy peer learning
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy reflective writing
HGSE: Content counseling
Full Year Course Indivisible Course
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Education H450
Section: 1
Neuroscience and Education: Foundations, Development, and Applications (224538)
Nadine Gaab
2024 Fall (4 Credits)
Schedule:
M 1000 AM - 1159 AM
Instructor Permissions:
None
Enrollment Cap:
20
*Lottery-Based Enrollment* The field of neuroscience can deliver a biological level of description to better
understand how students learn. It can offer an alternative perspective on learning principles, skill
development, and learning differences including their underlying etiologies. However, the role of this body
of knowledge for developing pedagogical principles, interventions, or public policy, has been debated.
Furthermore, this knowledge is often translated into educational contexts, inefficaciously leading to
overgeneralizations, myths, and ineffective practices harming students.
In this course, students will be introduced to the brain's structure and function, how the brain changes over
time, and the methods used to study the brain and its development and plasticity. Students will further
identify and dispel common brain myths in educational contexts and learn to evaluate scientific evidence
and approaches related to brain development and 'brain training' programs. Students will then learn about
specific domains of development critical in educational contexts, including the acquisition of language,
reading and math skills, attention, emotions, social interactions, and how environmental factors can alter
developmental trajectories.
Students will review both the typical developmental pattern experienced by most children and specific
developmental differences and disabilities relevant in educational contexts. The course has a strong
translational component and includes specific practical applications of the course content to challenges
and demands in educational contexts and policy, which is reflected in the assessments. Class activities will
consist of both synchronous and asynchronous learning activities led by the instructor.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content risk prevention/intervention
HGSE: Content learning differences
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy lecture
HGSE Cross-Listed Course HGSE Cross-Listed Course
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy small-group discussion
HGSE: Competencies improve teaching practice
HGSE: Content adolescent development
HGSE: Competencies develop research questions
HGSE: Competencies debate
HGSE: Content early childhood
HGSE: Content reading
HGSE: Content psychology
HGSE: Content neuroscience
HGSE: Content developmental psychology
HGSE: Competencies understand data
HGSE: Content disability/ableism
HGSE: Content child development
HGSE: Content research methods
HGSE: Content cognitive development
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Education H450 Section: S01
Neuroscience and Education: Foundations, Development, and Applications (224538)
Nadine Gaab
2024 Fall (4 Credits)
Schedule:
T 0930 AM - 0955 AM
Instructor Permissions:
Instructor
Enrollment Cap:
20
*Lottery-Based Enrollment* The field of neuroscience can deliver a biological level of description to better
understand how students learn. It can offer an alternative perspective on learning principles, skill
development, and learning differences including their underlying etiologies. However, the role of this body
of knowledge for developing pedagogical principles, interventions, or public policy, has been debated.
Furthermore, this knowledge is often translated into educational contexts, inefficaciously leading to
overgeneralizations, myths, and ineffective practices harming students.
In this course, students will be introduced to the brain's structure and function, how the brain changes over
time, and the methods used to study the brain and its development and plasticity. Students will further
identify and dispel common brain myths in educational contexts and learn to evaluate scientific evidence
and approaches related to brain development and 'brain training' programs. Students will then learn about
specific domains of development critical in educational contexts, including the acquisition of language,
reading and math skills, attention, emotions, social interactions, and how environmental factors can alter
developmental trajectories.
Students will review both the typical developmental pattern experienced by most children and specific
developmental differences and disabilities relevant in educational contexts. The course has a strong
translational component and includes specific practical applications of the course content to challenges
and demands in educational contexts and policy, which is reflected in the assessments. Class activities will
consist of both synchronous and asynchronous learning activities led by the instructor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Content research methods
HGSE: Content learning differences
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies understand data
HGSE: Competencies debate
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Content adolescent development
Course Search Attributes Display Only in Course Search
HGSE: Content psychology
HGSE: Content cognitive development
HGSE: Content child development
HGSE: Content early childhood
HGSE: Content risk prevention/intervention
HGSE: Content developmental psychology
HGSE: Content reading
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies improve teaching practice
HGSE: Content disability/ableism
HGSE: Content neuroscience
HARVARD UNIVERSITY
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Education H509YA Section: 01
Immigration Initiative at Harvard Seminar (220684)
Carola Suarez-Orozco
2024 Fall (0 Credits)
Schedule:
T 1200 PM - 0130 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The Immigration Initiative at Harvard (IIH) fosters a community of scholars engaged in the exchange of research,
ideas, and practices related to serving immigrant origin children, adolescents, and young adults. In this advanced
seminar, doctoral students and post-doctoral fellows from within HGSE, FAS, and across Harvard will present ongoing
works-in-progress to receive mentoring and professional development support as they develop their ideas and
scholarship. In addition, participants in this year-long seminar will hear from national and international guest speakers
presenting their work around topics related to research, policy, and practice particularly focused on immigrant origin
children and youth.
This seminar will be held jointly between the IIH community and the Migration & Immigrant Incorporation Workshop
in FAS. Members of the Harvard Migration and Immigrant Incorporation workshop share a common interest in
international migration and the incorporation of immigrants into host societies including questions of race and the
integration of the second generation (the children of immigrants). While the majority of participants focus on the United
States, the workshop includes and is open to researchers studying other immigrant-receiving countries. The primary
purpose of the workshop is to circulate works-in-progress to elicit feedback and suggestions for improving scholarly
work such as dissertation chapters or proposals, journal article submissions, interview schedules, and conference
papers.
***This is a Year Long course, students need to take part A and B in order to earn 2 credits, please note that
part A carries 0 credits and part B carries 2 credits***
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze arguments
HGSE: Content child development
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies make a presentation
HGSE: Content adolescent development
Full Year Course Indivisible Course
HGSE: Content immigration
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
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Education H509YB Section: 01
Immigration Initiative at Harvard Seminar (220814)
Carola Suarez-Orozco
2025 Spring (2 Credits)
Schedule:
T 1200 PM - 0130 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The Immigration Initiative at Harvard (IIH) fosters a community of scholars engaged in the exchange of research,
ideas, and practices related to serving immigrant origin children, adolescents, and young adults. In this advanced
seminar, doctoral students and post-doctoral fellows from within HGSE, FAS, and across Harvard will present ongoing
works-in-progress to receive mentoring and professional development support as they develop their ideas and
scholarship. In addition, participants in this year-long seminar will hear from national and international guest speakers
presenting their work around topics related to research, policy, and practice particularly focused on immigrant origin
children and youth.
This seminar will be held jointly between the IIH community and the Migration & Immigrant Incorporation Workshop
in FAS. Members of the Harvard Migration and Immigrant Incorporation workshop share a common interest in
international migration and the incorporation of immigrants into host societies including questions of race and the
integration of the second generation (the children of immigrants). While the majority of participants focus on the United
States, the workshop includes and is open to researchers studying other immigrant-receiving countries. The primary
purpose of the workshop is to circulate works-in-progress to elicit feedback and suggestions for improving scholarly
work such as dissertation chapters or proposals, journal article submissions, interview schedules, and conference
papers.
***This is a Year Long course, students need to take part A and B in order to earn 2 credits, please note that
part A carries 0 credits and part B carries 2 credits***
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Content culture
Full Year Course Indivisible Course
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
HGSE: Content diversity equity inclusion
HGSE: Competencies analyze arguments
HGSE: Pedagogy peer learning
Blue Course Evaluations ALL
HGSE: Competencies practice equity and inclusion
HGSE: Content developmental psychology
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop a theory of action
HGSE: Content immigration
Education H513 Section: 1
Immigrant Children & Youth (220685)
Carola Suarez-Orozco
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2025 Spring (4 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
40
*Lottery-Based Enrollment* In this course, we will examine the immigrant origin child and youth experience
through intersecting and interdisciplinary lenses. Over one quarter of students in the U.S. have immigrant
parents.The goal of the course is to unpack what about the immigrant experience matters for child and
youth development with a focus on the implications for their educational experiences and pathways. The
course takes an ecological and risk and resilience framework. Topics to be covered will include: immigrant
family dynamics; belonging and exclusion; acculturation and identity; undocumented and mixed-status
implications for development, language development; assessment; among others. Throughout the course,
we will consider practice, research, and policy implications.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment HGSE IN PERSON COURSES
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
HGSE: Content social contexts
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies E&O Electives
HGSE: Pedagogy small-group discussion
HGSE: Limited Enrollment XREG Allowed
Education H606 Section: 01
Mindfulness for Inner Strengths and Healing the Impacts of Injustice
(203558)
Metta McGarvey
2025 Spring (4 Credits)
Schedule:
TR 0900 AM - 1100 AM
Instructor Permissions:
Instructor
Enrollment Cap:
32
*Lottery-Based Enrollment* This course introduces mindful practices to enhance adult personal and
professional development by building inner strengths to enhance awareness, communication, and our
ability to act skillfully and support healing in challenging relational, social, and power dynamics. First, we
strengthen our ability to be more fully present and savor the joys of daily life in the midst of difficulties: to
manage stress and deepen well-being and resilience; develop calm, clarity, and stability in the mind; and
enhance positive qualities such as gratitude and compassion for ourselves and others. Then we work
consciously with unhelpful habits of thought and behavior, especially those that perpetuate personal
suffering and systemic injustices by mindfully exploring emotional reactivity, biases and interpretations,
and enhancing self-care to sustain ourselves and our work for justice. We then apply our skills to deepen
our understanding of who gets protected and who gets harmed in social power dynamics in our home
countries and contexts, skillful communication across differences, and practices that support healing from
the impacts of injustice from our varied identity locations. The course integrates an intellectual and
experiential understanding by establishing a regular mindfulness practice, introducing several related
practices, and applying these to support social change from personal well-being to systemic impact. The
course includes readings, discussions, and meetings in small groups, with teaching staff, and with a
practice buddy. Assignments put your learning into practice by crafting experiments with a challenging
relationship, and a dialogue or healing activity of your choosing that engages differences or power and
position. By applying mindfulness in action—in your work as educators and mentors, your relationships,
and your community and civic activism and activities—we aspire to empower you to better handle the
challenges you encounter, be more fully the person you aspire to be, and be more effective in all of your
commitments in life by being mindfully present with clarity, warmth, and equanimity. There are no separate
required additional meeting or discussion sections.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Content arts
HGSE: Content group dynamics
HGSE: Content mindfulness
HGSE: Pedagogy lecture
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content higher education
HGSE: Content civic engagement
HGSE: Content social justice
HGSE: Content neuroscience
HGSE: Content diversity equity inclusion
HGSE: Content social development
HGSE: Content race/ethnicity
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy readings
HGSE: Content relationships
HGSE: Content community
HGSE: Pedagogy peer learning
HGSE: Competencies E&O Electives
HGSE: Content teachers
HGSE: Content cognitive development
Course Search Attributes Display Only in Course Search
HGSE: Content lgbtq
HGSE: Content learning and teaching
HGSE: Content identity
HGSE: Content emotional development
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
HGSE: Content mental health
HGSE: Content professional development
HGSE: Content developmental psychology
HGSE: Content adult development
HGSE: Content leadership
HGSE: Competencies engage families
HGSE: Competencies synthesize readings
HGSE: Content psychology
HGSE: Content social contexts
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Competencies build partnership
HGSE: Competencies analyze arguments
HGSE: Content gender
HGSE: Limited Enrollment HGSE IN PERSON COURSES
Education H610L Section: 1
Parenting and Child Development across Cultures
(216695)
Sandra El Hadi
2024 Fall (2 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
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The purpose of this course is to consider the ways in which culture shapes parenting and child
development. The vast majority of research on child development comes from Western societies, yet by
examining children and families in diverse cultures we can gain a greater understanding of (1) the sources
and extent of variation in parenting beliefs and practices; and (2) the consequences of cultural differences
in child rearing on children's development.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies synthesize readings
HGSE: Content language and literacy
HGSE: Pedagogy small-group discussion
HGSE: Competencies make a presentation
HGSE: Content early childhood
HGSE: Competencies write a research proposal
HGSE: Content psychology
HGSE: Content child development
HGSE: Competencies debate
HGSE: Competencies collaborate
HGSE: Pedagogy lecture
HGSE: Pedagogy reflective writing
HGSE: Content parenting
HGSE: Pedagogy peer learning
HGSE: Competencies design an intervention
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies E&O Electives
HGSE: Content culture
All: Cross Reg Availability Available for Harvard Cross Registration
Education H610T Section: 1
Who am I? Becoming a self-reflective educator through Zen and psychology (205891)
Liao Cheng
2025 Spring (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
What we see is shaped by how we look, and rarely do we look with innocent eyes. Despite our effort to understand the
world objectively, our views are constructed with and limited by our often-hidden preconceptions and motivations. This
course aims at helping students to reflect on and examine the hidden forces that shape our values, decisions, and actions
in order to achieve transformative growth.
To achieve this goal, this course adopts a cross-cultural approach that contrasts and connects Western and East Asian
perspectives on understanding the mind. Specifically, the course draws lessons from psychology research – which
provides scientific theories and evidence regarding psychological phenomena and mechanisms – and Zen philosophy –
which provides holistic and experiential insights into the nature of the mind and emphasizes self-reflection and self-
realization.
In this course, students will read classic texts and scholarly writings on Zen, examine cases of prominent Zen teachers,
analyze relevant psychological findings, participate in interactive lectures and class discussions, and complete reflective
exercises.
The overarching goal of this course is to help students become more self-reflective and autonomous in tackling
challenges as educators, leaders, and/or researchers. Students are expected to meet three learning objectives by the end
of this course:
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(1) understanding the landscape of the inner world and the processes of self-reflection,
(2) developing systematic and practical skills of self-reflection, and
(3) apply the skills to tackling professional and personal challenges.
This course is open to all students and requires no prerequisites. We welcome and encourage students from all
backgrounds to enroll and bring their experiences and perspectives.
You may find this course particularly beneficial if you are interested in understanding the self from a cross-cultural and
interdisciplinary perspective, engaging in self-reflection, or supporting others' self-reflection.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Content culture
HGSE: Pedagogy lecture
HGSE: Content innovation
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content motivation
HGSE: Content psychology
HGSE: Content identity
HGSE: Content adult development
HGSE: Pedagogy reflective writing
HGSE: Content career development
HGSE: Pedagogy case-method learning
HGSE: Content metacognition
HGSE: Content leadership
HGSE: Pedagogy socratic discussion
Education H611 Section: 01
Becoming a Good Person and Leading a Good Life
(180651)
Richard Weissbourd
2025 Spring (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
How do we raise children to become good people and lead good lives? This course explores these
questions. We'll focus on four main pillars of a good life—morality, love, hope and purpose—and on the
capacities children need to develop to be moral, to engage in gratifying, ethical romantic relationships and
to find hope and purpose. How do we develop in children and teens the capacities, for example, to be
caring, justice-minded and courageous? How do we develop in them the capacity to love in ways that
nurture and expand both those they love and themselves? How do we help them develop the capacity for
hope that is grounded in hard realities—what Duncan Andrade calls "critical hope"? How do we help them
develop the capacities to find, if not a single purpose, goals that are energizing, organizing and
meaningful?
We will examine how school and home environments, as well as major societal trends, are shaping the
development of these capacities, as well as concrete school and home-based strategies for cultivating
these capacities in children. We'll also explore the challenges and opportunities in cultivating these
capacities in children in these anxious, uncertain times.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content adolescent development
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HGSE: Content risk prevention/intervention
HGSE: Content emotional development
HGSE: Content families
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Competencies engage families
HGSE: Content relationships
HGSE: Content child development
HGSE: Content parenting
HGSE: Content lgbtq
HGSE: Pedagogy discussion sections
HGSE: Competencies practice equity and inclusion
HGSE: Content values
HGSE: Competencies engage in difficult conversations
HGSE: Content social contexts
HGSE: Content bullying/discrimination
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy guest speaker(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content social justice
HGSE: Content diversity equity inclusion
HGSE: Content social development
HGSE: Content ethics
Blue Course Evaluations ALL
Education H611 Section: 02
Becoming a Good Person and Leading a Good Life
(180651)
Richard Weissbourd
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
How do we raise children to become good people and lead good lives? This course explores these
questions. We'll focus on four main pillars of a good life—morality, love, hope and purpose—and on the
capacities children need to develop to be moral, to engage in gratifying, ethical romantic relationships and
to find hope and purpose. How do we develop in children and teens the capacities, for example, to be
caring, justice-minded and courageous? How do we develop in them the capacity to love in ways that
nurture and expand both those they love and themselves? How do we help them develop the capacity for
hope that is grounded in hard realities—what Duncan Andrade calls "critical hope"? How do we help them
develop the capacities to find, if not a single purpose, goals that are energizing, organizing and
meaningful?
We will examine how school and home environments, as well as major societal trends, are shaping the
development of these capacities, as well as concrete school and home-based strategies for cultivating
these capacities in children. We'll also explore the challenges and opportunities in cultivating these
capacities in children in these anxious, uncertain times.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content child development
HGSE: Content risk prevention/intervention
HGSE: Content parenting
HGSE: Content families
HGSE: Pedagogy discussion sections
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Blue Course Evaluations ALL
HGSE: Pedagogy lecture
HGSE: Pedagogy reflective writing
HGSE: Competencies engage families
HGSE: Content social contexts
HGSE: Content relationships
HGSE: Content social justice
HGSE: Competencies engage in difficult conversations
HGSE: Content lgbtq
HGSE: Competencies practice equity and inclusion
HGSE: Content emotional development
HGSE: Pedagogy guest speaker(s)
HGSE: Content bullying/discrimination
HGSE: Content social development
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Content values
HGSE: Content diversity equity inclusion
HGSE: Content ethics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content adolescent development
HGSE: Pedagogy simulation/role play
Education H617 Section: 1
Self-Care and Wellness for Educators, Practitioners, and Schools
(216775)
Jacqueline Zeller
2024 Fall (4 Credits)
Schedule:
M 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course will focus on the importance of self-care and wellness for educators, educational leaders,
student-support staff, counselors, and other practice-based professionals. The course will examine
literature on wellness and self-care, links to professional ethics, the connections between self-care and
effectiveness in one's professional roles, and practices to support wellness and self-care. The class will
also explore ways to encourage wellness/self-care in school settings. Assignments will include developing
activities related to self-care and promoting wellness. Guest speakers will illustrate how self-care/wellness
practices are encouraged in real-world settings. This course counts as an HDE requirement and an
Education Secondary Concentration requirement.
Enrollment procedure will be posted on the course website and includes submitting an interest form by
stated deadline on website to be considered for enrollment.(Please note that this class is solely
informational/educational in nature and is not meant to treat, diagnosis, or provide professional care of any
kind.)
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies facilitate group process
HGSE: Pedagogy curriculum-design project
HGSE: Content professional development
HGSE: Pedagogy readings
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content mindfulness
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies deliver instruction
HGSE: Pedagogy small-group discussion
HGSE: Content career development
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HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content teacher preparation
Education H617 Section: S01
Self-Care and Wellness for Educators, Practitioners, and Schools (216775)
Jacqueline Zeller
2024 Fall (4 Credits)
Schedule:
T 0230 PM - 0255 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course will focus on the importance of self-care and wellness for educators, educational leaders,
student-support staff, counselors, and other practice-based professionals. The course will examine
literature on wellness and self-care, links to professional ethics, the connections between self-care and
effectiveness in one's professional roles, and practices to support wellness and self-care. The class will
also explore ways to encourage wellness/self-care in school settings. Assignments will include developing
activities related to self-care and promoting wellness. Guest speakers will illustrate how self-care/wellness
practices are encouraged in real-world settings. This course counts as an HDE requirement and an
Education Secondary Concentration requirement.
Enrollment procedure will be posted on the course website and includes submitting an interest form by
stated deadline on website to be considered for enrollment.(Please note that this class is solely
informational/educational in nature and is not meant to treat, diagnosis, or provide professional care of any
kind.)
Additional Course Attributes:
Attribute Value(s)
HGSE: Content career development
HGSE: Pedagogy readings
HGSE: Content relationships
HGSE: Content teacher preparation
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content mental health
HGSE: Pedagogy curriculum-design project
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Pedagogy reflective writing
HGSE: Competencies facilitate group process
HGSE: Content teachers
HGSE: Content psychology
HGSE: Content professional development
HGSE: Competencies deliver instruction
HGSE: Content mindfulness
All: Cross Reg Availability Available for Harvard Cross Registration
Education H619 Section: 01
Identity, Power, Justice and Education: Core Convenings (220842)
Gretchen Brion-Meisels
Aaliyah El-Amin
2024 Fall (2 Credits)
Schedule:
M 0430 PM - 0715 PM
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W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The Identity, Power, and Justice in Education (IPJE) Concentration aims to support students across
programs who want to leverage their time at HGSE to gain knowledge and skills to disrupt oppressive
structures, disrupt oppressive structures and imagine or recreate more liberatory spaces for learning. In
service of this goal, each IPJE community member will be asked to map and document their learning
across five domains: know and love self; know and love others; commit to historical and structural
analysis; interrupt, innovate, imagine; and be love. These domains -- rooted in Critical Theory and Critical
Pedagogy -- reflect core concepts that undergird justice-based work across the globe.
The IPJE convening is one of the requirements for the Identity, Power, Justice, and Education
concentration. The core convening seeks to meet three specific objectives: (1) to provide a space for
students in the concentration to reflect on the role of the core concepts above in critically-oriented social
justice work, (2) to help IPJE concentrators build relationships with each other through their commitment to
centering social justice in their present and future work, and (3) to provide space for peer learning and
teaching, reflection, and community accountability to our shared commitments. Each month, we will focus
on one core concept from our guiding frameworks: Identity (Know & Love Yourself, Know Others), Power (
Historical and Structural Analysis) and Justice (Interrupt, Innovate, Imagine & Be Love).
For each concept, we come together as a whole group to investigate and explore the concept, as well as in
small groups to discuss the readings and apply the ideas to our own work.
The IPJE convening will meet in the Fall on Mondays from 4:30-7:15pm, and Wednesdays from 12-1:15pm.
(NOTE: We will not meet every week; a schedule of meetings dates will be added to this description in
August.) This time will include a mix of large and small group meetings, interacting with texts, attending
events, and personal reflection. IPJE community members should also expect to spend 2-3 hours per week
on asynchronous work related to the core convenings. This convening is only open to students who have
declared the IPJE concentration.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies build partnership
HGSE: Content community
HGSE: Content civil rights
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content identity
HGSE: Content diversity equity inclusion
HGSE: Pedagogy peer learning
HGSE: Pedagogy reflective writing
HGSE: Competencies collaborate
HGSE: Content advocacy
HGSE: Content relationships
HGSE: Pedagogy experiential learning
HGSE: Content social justice
HGSE: Pedagogy small-group discussion
HGSE: Competencies engage in difficult conversations
HGSE: Competencies practice equity and inclusion
HGSE: Content critical theory
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy lecture
HGSE: Pedagogy discussion sections
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Education H622 Section: 1
On Finding Meaning and Purpose (223870)
Richard Weissbourd
2024 Fall (1 Credits)
Schedule:
TR 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
15
Why do so many adolescents and young people in the United States report lacking meaning and purpose in
life? How might families, schools and various community institutions help teens and young adults cultivate
a greater sense of meaning and, if not a single purpose, energizing goals and direction? What, in the end,
makes a life meaningful and purposeful, and what are some key differences in the ways people
conceptualize meaning and purpose? This reading group will explore these questions. Students will draw
on various disciplines-- e.g., psychology, sociology, philosophy-- as well as various genres-- e.g., academic
articles, short stories, poetry, film clips-- in considering these questions. The instructor will share readings
and facilitate discussions but mainly students will facilitate discussions on readings they select.. Class
enrollment will be limited to 15. Permission of the instructor is required.
Class Notes: Petition instructions can be found on the course website. Petitions will
be reviewed through October 15 after which the petition process will
be closed.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
Education H625 Section: 1
Sexuality in Schools (223912)
Shafia Zaloom
2025 Spring (2 Credits)
Schedule:
MTWRF 0900 AM - 1200 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
How might care-taking adults in educational spaces address sexuality, including gender, when it occurs in
various school contexts? What are our responsibilities as practitioners to serve as advocates for young
people as they discover and embrace their identity? How might teachers and administrators engage in
dialogue that guides young people towards authentic connection and healthy relationships when they
haven't received healthy sexuality and relationship education themselves? The purpose of this course is to
provide current, relevant information and best practices for navigating the tricky terrain of sexuality in
schools. Students will consider legal responsibilities, theoretical frameworks, policies, politics, and
pedagogy for cultivating healthy sexuality, relationships, and sexual citizenship within educational spaces,
and how to address and access resources to prevent sexual violence. We will examine how this varies
within the U.S. and additional countries, manifests in public, parochial, and independent schools, and
presents across human developmental stages. Content of the course will include guest practitioner
presentations, small and large group discussion, ethical quandary, and collaborative case study analysis
and decision making. All activities will develop knowledge of inclusive and affirming language related to
sexual identities, as well as competencies in strategic questioning and problem solving skills, concrete
strategies for addressing sexuality in classroom and non-academic settings, as well as the capacity to
advocate for and implement systems that affirm and empower young people in our communities.
Logistics: No prerequisites. Open enrollment, including cross-registration at Harvard. Satisfactory/no credit
only. This course is recommended for students who want to extend their practice to include individual and
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community health from a holistic perspective. The course is not appropriate for folks who seek to study an
isolated facet of community like legal exposure related to sexual violence.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Content values
HGSE: Pedagogy experiential learning
HGSE: Competencies leadership
HGSE: Content nonprofits
HGSE: Content identity
Course Search Attributes Display Only in Course Search
HGSE: Content relationships
HGSE: Content learning and teaching
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
HGSE: Content social contexts
HGSE: Content community
HGSE: Content parenting
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Competencies manage classroom
HGSE: Content organizations
Education H702 Section: 1
Language Policies and Literacy Outcomes in the Global South
(218789)
Pamela Mason
2025 Spring (2 Credits)
Schedule:
TR 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Multilingualism is the norm in most of the world. Children are surrounded by home and community languages from an
early age, and they learn to communicate across them. Upon entering formal schooling, national language policies
prescribe the language(s) of instruction. For some learners and teachers this is their home language, in which they are
orally proficient. For other learners and teachers, the language of learning and teaching is different from their home
languages(s), creating multilingual classrooms.
Literacy outcomes for early grade learners are influenced by many factors: the nature of the oral and written languages
in which they are immersed, the quality of the teaching and curricula available, and the national language policies
prescribing the language(s) of instruction. In this module we intend to build knowledge and integrate insights about all
three of these domains which affect literacy outcomes for learners in early grades (Foundation Phase), by focusing on
the Global South. Literacy is foundational to attaining the UN Sustainable Development Goals.
Students with a literacy background as well as students with an economic development/policy background are invited to
engage in the exploration of these topics. To this end, students will be provided with an overview of the educational
contexts in schools in the Global South and explore the elements of effective literacy instruction and assessment. This
module is appropriate for master's and doctoral students.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make policy recommendations
HGSE: Competencies improve teaching practice
HGSE: Content curriculum development
HGSE: Competencies develop a theory of action
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HGSE: Content classroom instruction
HGSE: Content instructional design
HGSE: Content assessment
HGSE: Pedagogy lecture
HGSE: Pedagogy research project
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy curriculum-design project
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies synthesize readings
HGSE: Content language and literacy
HGSE: Content global/international context
Education H801 Section: 1
Literacy Assessment and Intervention Practicum (180713)
Pamela Mason
2024 Fall (4 Credits)
Schedule:
TR 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
12
Children learn to read and write along a developmental continuum and through different instructional
strategies. This course addresses the issues around literacy learning for typically developing and
struggling readers as evidenced in the research and addressed in practice, taking a culturally sustaining
stance. In this course, each student, paired with an elementary school-aged learner, will learn how to
administer and interpret a battery of literacy assessments and then design an intervention plan for the
learner. The course will connect research, theory, and practice through course readings, intervention work,
and collaboration with colleagues. Students will share effective practices from their intervention and
address the role of language, culture, and socio-economic background in the assessment and remediation
of reading difficulties. Each student will be supported by a Reading Specialist/Literacy Coach mentor at
their assigned school site and will be observed by the teaching team and the mentor. The Standards for
Reading Professionals of the International Literacy Association serve as the guiding principles for this
course.
Prerequisites: teaching experience at the elementary, middle, or high school level.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies administer an assessment
HGSE: Pedagogy field-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze student data
HGSE: Content curriculum development
HGSE: Competencies deliver instruction
HGSE: Content teacher preparation
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy small-group discussion
Education H801
Section: S01
Literacy Assessment and Intervention Practicum
(180713)
Pamela Mason
2024 Fall (4 Credits)
Schedule:
T 0930 AM - 0955 AM
Instructor Permissions:
Instructor
Enrollment Cap:
12
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Children learn to read and write along a developmental continuum and through different instructional
strategies. This course addresses the issues around literacy learning for typically developing and
struggling readers as evidenced in the research and addressed in practice, taking a culturally sustaining
stance. In this course, each student, paired with an elementary school-aged learner, will learn how to
administer and interpret a battery of literacy assessments and then design an intervention plan for the
learner. The course will connect research, theory, and practice through course readings, intervention work,
and collaboration with colleagues. Students will share effective practices from their intervention and
address the role of language, culture, and socio-economic background in the assessment and remediation
of reading difficulties. Each student will be supported by a Reading Specialist/Literacy Coach mentor at
their assigned school site and will be observed by the teaching team and the mentor. The Standards for
Reading Professionals of the International Literacy Association serve as the guiding principles for this
course.
Prerequisites: teaching experience at the elementary, middle, or high school level.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content teacher preparation
HGSE: Content curriculum development
HGSE: Pedagogy licensure practicum
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education H804 Section: 01
H804: Reimagining K-12 Writing Pedagogy for Equity and Social Justice (180715)
Cami Condie
2025 Spring (4 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is intended to provide a research-based understanding of the development of writing,
beginning with children's earliest attempts at communicating in written form and continuing through the
high school years, with an equity and social justice lens. We will consider the multiple linguistic, pragmatic,
cognitive, and technical challenges that students come to address with increasing sophistication across
their development and how to support marginalized populations' writing opportunities in the United States
and in international settings. Topics include connections between oral and written communication,
orthography-specific representational demands, the addressing of audience needs, acquisition and
implementation of genre-specific knowledge, challenging norms of dominant writing discourse, expanding
writing in digital spaces, centering multilingual learners' translanguaging, coaching writing instruction,
equitable assessment, and the interplay between cognition, analysis, and writing. Class format will be a
combination of lecture, discussion, and case studies (e.g., analysis of writing samples), emphasizing
connections among theory, assessment, and instructional approaches to writing.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze student data
HGSE: Content child development
HGSE: Content pedagogy
HGSE: Pedagogy project-based learning
Blue Course Evaluations ALL
HGSE: Competencies leadership
HGSE: Content learning and teaching
HGSE: Content reading
HGSE: Pedagogy peer learning
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HGSE: Competencies make a presentation
HGSE: Competencies synthesize readings
HGSE: Content language and literacy
HGSE: Pedagogy experiential learning
HGSE: Competencies deliver instruction
HGSE: Competencies practice equity and inclusion
HGSE: Competencies develop curriculum
HGSE: Content adolescent development
HGSE: Content culture
HGSE: Content cognitive development
HGSE: Pedagogy team-based learning
HGSE: Competencies improve teaching practice
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy reflective writing
Education H810H Section: 01
Literacy Leadership through Coaching: Building Teacher Capacity, PK-12 (180723)
Pamela Mason
2025 Spring (2 Credits)
Schedule:
MW 0430 PM - 0545 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Literacy coaching is an integral part of leading teachers to implement effective instructional practices for learners
across age/grade levels. At the preschool level, coaches model effective teacher moves and implementation of curricula
that result in positive early literacy learning. At the elementary level literacy coaches collaborate with teachers to
differentiate literacy instruction to meet the strengths and challenges of their learners. At the secondary level, literacy
coaches foster an appreciation of the literacy demands in the disciplines and provide teachers with the skills to help
their learners access their content. Literacy coaching also has been effectively implemented in low/middle income
countries (the Global South) to provide pedagogical and content knowledge for early grade and elementary teachers,
building human capital.
This module provides participants with an overview of literacy coaching across grade levels (K-12) and school contexts.
Research, theory, and practice addressed in the module will focus on the intersection of the following fields:
transformational change, culturally sustaining pedagogy, adult development, professional learning, and school
improvement. In a workshop format, participants will address the module's overarching questions: What does literacy
coaching look like across grade levels, coaching models, and school contexts? Which coaching practices do teachers,
coaches, and researchers find effective? How does coaching facilitate school improvement efforts? The module's weekly
activities and final assignment have been specifically designed to allow those interested in literacy education,
professional learning, and school improvement to pursue their academic interests as related to current literacy coaching
research and practice. This module is appropriate for master's and doctoral students wanting to learn more about the
theory and practices enacted in coaching models to strengthen teachers' literacy instruction (K-12).
Teaching experience is recommended but not required.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content adult development
HGSE: Competencies engage in difficult conversations
HGSE: Content student achievement
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy team-based learning
HGSE: Competencies diagnose complex problems
HGSE: Competencies facilitate group process
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HGSE: Pedagogy reflective writing
Course Search Attributes Display Only in Course Search
HGSE: Content leadership
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy small-group discussion
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content group dynamics
HGSE: Content school reform
HGSE: Content reading
HGSE: Content teacher preparation
HGSE: Pedagogy guest speaker(s)
Education H811F Section: 01
Language and Literacy Development Series: From Language to Literacy (216481)
Catherine Snow
2024 Fall (2 Credits)
Schedule:
TR 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Students in this course will learn about children's development of oral language and of early literacy skills,
and about parallels and differences in the two developmental trajectories. Students will be exposed to
research on the major domains of development in oral language (pragmatics, phonology, vocabulary,
grammar, and extended discourse), with attention to the following questions: Is skill in this domain
prerequisite to the trouble-free acquisition of literacy? Does variation in this domain relate to variation in
literacy skills? Is the variation related to social, cultural, or cognitive factors? What implications does the
variation have for practices in early childhood settings, in initial literacy instruction, and in later supports to
reading comprehension? Students will be expected to participate actively in class discussions and
activities; including writing reactions to the readings, writing a short essay integrating material from
readings and lectures, and engaging in a group project. Class format will be a combination of brief lectures,
hands-on analysis of children's oral/written production or other activities, small- and large-group
discussion, and student led presentations.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze qualitative data
HGSE: Content social contexts
HGSE: Content cognitive development
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies debate
HGSE: Content child development
HGSE: Content developmental psychology
HGSE: Pedagogy lecture
HGSE: Competencies synthesize readings
HGSE: Content early childhood
HGSE: Content parenting
HGSE: Pedagogy project-based learning
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy readings
HGSE: Competencies collaborate
HGSE: Content language and literacy
HGSE: Pedagogy small-group discussion
HGSE: Competencies design an intervention
HGSE: Content linguistic diversity
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Education H811G Section: 01
Language & Literacy Dev. Series: Reading Dev. and Instruction from a Strengths-based Perspective (216482)
Pamela Mason
2024 Fall (2 Credits)
Schedule:
TR 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This module is the second in the Language and Literacy Development series. Learning to read is a complex
process in which the symbolic code becomes associated with meaning(s). The process of learning to read
is influenced by a reader's oral language, their cultural capital, their funds of knowledge, and the
sociocultural and sociopolitical context in which literacy is taught. Reading Development and Instruction
from a Strengths-based Perspective focuses on literacy acquisition as a developmental process and on
effective methods of applying research to practice. We will address the influences of language background,
ethnicity, and class on reading development. The format of the course will be a combination of lectures, in-
class activities, and asynchronous discussion boards, designed to create an understanding of the complex
process of learning to read. Topics will include (but are not limited to) the sociocultural factors in learning
to read, the history and perspectives on learning to read, the science of reading, and the developmental
stages of reading (K-12). The assignments will offer you an opportunity to apply the theoretical concepts of
literacy acquisition to your own experiences. You will select an instructional program and evaluate its use
for a particular type of learner, such as multilingual learner, learners with identified special needs, a
typically developing reader within a specific grade span.
Teaching experience is recommended, but not required. This course is open to all HGSE students, as well
as cross registrants. Literacy and Languages concentrators must take three of the four modules in this
series.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content curriculum development
HGSE: Content classroom instruction
HGSE: Content cognitive development
HGSE: Pedagogy small-group discussion
HGSE: Competencies develop curriculum
HGSE: Content language and literacy
HGSE: Pedagogy peer learning
HGSE: Competencies make a presentation
HGSE: Competencies deliver instruction
HGSE: Content linguistic diversity
HGSE: Competencies synthesize readings
HGSE: Pedagogy lecture
All: Cross Reg Availability Available for Harvard Cross Registration
Education H811G
Section: S01
Language & Literacy Dev. Series: Reading Dev. and Instruction from a Strengths-based Perspective
(216482)
Pamela Mason
2024 Fall (2 Credits)
Schedule:
T 1000 AM - 1025 AM
Instructor Permissions:
None
Enrollment Cap:
30
This module is the second in the Language and Literacy Development series. Learning to read is a complex
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process in which the symbolic code becomes associated with meaning(s). The process of learning to read
is influenced by a reader's oral language, their cultural capital, their funds of knowledge, and the
sociocultural and sociopolitical context in which literacy is taught. Reading Development and Instruction
from a Strengths-based Perspective focuses on literacy acquisition as a developmental process and on
effective methods of applying research to practice. We will address the influences of language background,
ethnicity, and class on reading development. The format of the course will be a combination of lectures, in-
class activities, and asynchronous discussion boards, designed to create an understanding of the complex
process of learning to read. Topics will include (but are not limited to) the sociocultural factors in learning
to read, the history and perspectives on learning to read, the science of reading, and the developmental
stages of reading (K-12). The assignments will offer you an opportunity to apply the theoretical concepts of
literacy acquisition to your own experiences. You will select an instructional program and evaluate its use
for a particular type of learner, such as multilingual learner, learners with identified special needs, a
typically developing reader within a specific grade span.
Teaching experience is recommended, but not required. This course is open to all HGSE students, as well
as cross registrants. Literacy and Languages concentrators must take three of the four modules in this
series.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop curriculum
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy lecture
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Competencies deliver instruction
Education H811H Section: 01
Language & Literacy Development Series:Reading to Learn:Socialization, Language & Deep Comprehension
(216483)
Paola Uccelli
2025 Spring (2 Credits)
Schedule:
TR 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
In today's world, students need to be equipped with the skills that allow them to update
their knowledge independently in order to continue to be efficient learners, workers, and
critical members of rapidly changing societies. Supporting students to become skilled
comprehenders of texts--whether oral, written, or digital texts-- constitutes a central
instructional goal in the larger enterprise of preparing lifelong independent learners.
Beyond word reading ability, socio-cognitive skills, language enculturation, motivation,
and background knowledge influence readers' comprehension of text. During the course,
the interplay of these skills and factors throughout development--from the early years to
adolescence--will be examined, focusing specifically on the interaction between four key
elements: the reader, the text, the activity, and the sociocultural context. This course is
designed to help students (1) become familiar with the major issues and key research
literature in the field of reading comprehension; (2) critique and integrate findings from
that research literature; (3) conceptualize effective practices to support reading to learn at
school; and (4) critique and design reading-to-learn educational and/or research
initiatives.
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No prerequisites. This course is open to all HGSE students, but Language and Literacy
candidates must take three of the four modules in this series.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Competencies assess cognitive challenges
Course Search Attributes Display Only in Course Search
HGSE: Competencies analyze arguments
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Competencies design a lesson
HGSE: Content adolescent development
HGSE: Content teaching for understanding
Education H811J Section: 01
Language and Literacy Development Series: Adolescent Literacy Development and Instruction
(216171)
Catherine Snow
2025 Spring (2 Credits)
Schedule:
TR 0900 AM - 1015 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Though literacy instruction moves into the background after the early elementary years, in fact there is lots
left to learn and to teach in the middle and high school years about reading, writing, literate forms of
language use, and content-area specific literate genres. The unfinished task of literacy development is a
challenge or teachers, school and district leaders, and policy makers who assume that literacy learning is
no longer a concern. But many questions remain, e.g. How do literacy skills interact with content
learning? What is the normal course of students' literacy development after Grade 4, and what constitutes
a worrying trajectory? What do teachers, especially content area teachers in middle and secondary
schools, need to know about literacy in order to support students adequately? What classroom resources--
curriculum, interventions, technology--have been shown to support students' ongoing development of
literacy skills after Grade 4? Are schools, including community and open-enrollment colleges, organized
optimally to support student growth in literacy and in using literacy as a tool for learning? The activities of
the course can be adjusted, after enrollments are known, to a greater focus on either the research basis for
decision making around adolescent literacy or on the practices that have been shown to be successful,
though both will be addressed in any case.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies synthesize readings
HGSE: Pedagogy reflective writing
Blue Course Evaluations ALL
HGSE: Content language and literacy
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content curriculum development
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Competencies improve teaching practice
HGSE: Competencies analyze arguments
HGSE: Competencies debate
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HGSE: Content adolescent development
HGSE: Content classroom instruction
Education H813 Section: 1
Bilingual Learners: Literacy Development and Instruction
(216679)
Paola Uccelli
2024 Fall (4 Credits)
Schedule:
R 0430 PM - 0600 PM
R 0610 PM - 0700 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Designed for researchers and practitioners, this course focuses on the pressing issues related to bilingual
students' language and literacy instruction, as well as policies guiding language and education at
school. The term "bilingual" in this course is used to refer to students who have diverse and unequal
experiences in more than one language, with a focus on those who speak or hear a language different from
the societal language at home but who might receive bilingual or monolingual instruction at school. The
course employs an interdisciplinary perspective, drawing on sociocultural and educational theory and
research to explore societal factors related to language, literacy, and academic achievement in the United
States and in various international contexts. Together, we will examine questions related to the many
modes of being bilingual/multilingual, the role of languages in society, and the impact of educational
resources and policies on bilingual populations. The aims of this course are to investigate and understand
how sociocultural contexts affect bilingual students' learning and identities, why literacy plays a
crucial role in academic achievement, and which instructional implications are supported by the latest
research with bilingual learners. The ultimate goal is to prepare students to contribute to the field in
research-informed, yet innovative, ways. This course is intended for students who anticipate working with
linguistically diverse populations as practitioners, curriculum designers, educational leaders,
policymakers, or researchers.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a grant proposal
HGSE: Pedagogy research project
HGSE: Competencies synthesize readings
HGSE: Content teacher preparation
HGSE: Competencies improve teaching practice
HGSE: Content student achievement
HGSE: Pedagogy project-based learning
HGSE: Content classroom instruction
HGSE: Competencies deliver instruction
HGSE: Content community
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy discussion sections
All: Cross Reg Availability Available for Harvard Cross Registration
Education H813
Section: S01
Bilingual Learners: Literacy Development and Instruction (216679)
Paola Uccelli
2024 Fall (4 Credits)
Schedule:
T 0500 PM - 0525 PM
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Instructor Permissions:
None
Enrollment Cap:
30
Designed for researchers and practitioners, this course focuses on the pressing issues related to bilingual
students' language and literacy instruction, as well as policies guiding language and education at
school. The term "bilingual" in this course is used to refer to students who have diverse and unequal
experiences in more than one language, with a focus on those who speak or hear a language different from
the societal language at home but who might receive bilingual or monolingual instruction at school. The
course employs an interdisciplinary perspective, drawing on sociocultural and educational theory and
research to explore societal factors related to language, literacy, and academic achievement in the United
States and in various international contexts. Together, we will examine questions related to the many
modes of being bilingual/multilingual, the role of languages in society, and the impact of educational
resources and policies on bilingual populations. The aims of this course are to investigate and understand
how sociocultural contexts affect bilingual students' learning and identities, why literacy plays a
crucial role in academic achievement, and which instructional implications are supported by the latest
research with bilingual learners. The ultimate goal is to prepare students to contribute to the field in
research-informed, yet innovative, ways. This course is intended for students who anticipate working with
linguistically diverse populations as practitioners, curriculum designers, educational leaders,
policymakers, or researchers.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies deliver instruction
HGSE: Content student achievement
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content community
HGSE: Competencies improve teaching practice
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Content teacher preparation
HGSE: Content classroom instruction
HGSE: Pedagogy discussion sections
HGSE: Competencies write a grant proposal
HGSE: Pedagogy multimedia projects
Course Search Attributes Display Only in Course Search
HGSE: Competencies synthesize readings
HGSE: Pedagogy research project
Education H860 Section: 01
Unlocking Potential: Improving Outcomes for Students with Reading Difficulties (180761)
Phil Capin
2025 Spring (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Many children have difficulty learning to read proficiently. This course will explore the sources and
mechanisms of reading difficulties, considering learning differences and disabilities as well as the
sociocultural context. We will also examine evidence-based practices for preventing and ameliorating
reading difficulties in school-age children. The course will address cognitive processes that underlie
reading difficulties, as well as socioemotional domains that co-develop with reading acquisition. We will
consider reading challenges using a strengths-based approach that privileges access to complex academic
tasks alongside their grade-level peers and attends to the sociocultural contexts in which reading
development occurs. Our focus will be on the United States context, with options for course members to
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explore reading from international perspectives. The course will emphasize practical applications of
research evidence to support all readers, from the perspectives of educators of school-age students with
reading challenges, school- and district-level administrators, and policy makers. In so doing, we will
address common myths and misconceptions about dyslexia, supports for culturally and linguistically
diverse students to leverage their funds of knowledge during reading tasks, the co-occurrence of other
academic challenges (e.g., ADHD, math disability, etc.), and school-level policies that can optimize reading
outcomes for all children. Doctoral and master's level students are welcome (undergraduates with
permission).
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies engage in difficult conversations
HGSE: Competencies analyze arguments
HGSE: Content reading
HGSE: Competencies practice equity and inclusion
HGSE: Content risk prevention/intervention
HGSE: Pedagogy research project
HGSE: Pedagogy team-based learning
HGSE: Competencies write a literature review
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Competencies synthesize readings
HGSE: Content classroom instruction
HGSE: Pedagogy readings
HGSE: Content learning differences
Education HPL101
Section: 1
How People Learn (216118)
Matthew Miller
Eric Soto-Shed
Elizabeth Bonawitz
2024 Summer (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
How People Learn (HPL) is designed to help you develop a flexible, foundational understanding of how
people develop over the lifespan; how people learn; and how educators might successfully design, lead,
and create systems to support others' learning and growth. In HPL, you will become familiar with current
research and practice on human learning and development and use core concepts to analyze real
educational initiatives around the world through HPL's in-depth, media-rich "Field Studies." You will
grapple with problems of practice that educators in varied roles are confronting—the kinds of dilemmas
that you will face in your career in education. You will have opportunities to personalize your learning
experience by choosing to focus on materials and problems tied to your professional interests and
aspirations, selecting which areas to explore in depth, engaging with your peers in discussion, and crafting
your own proposed design for a learning experience or initiative grounded in course concepts. The course
allows for flexible asynchronous progress but features numerous optional opportunities for live,
synchronous engagement with the teaching team and peers. HPL is four credits and takes place June 1 to
July 17.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Blue Course Evaluations HPL
Course Search Attributes Display Only in Course Search
Education HT107 Section: 01
Topics in Educational Psychology (180782)
Jon Star
2025 Spring (4 Credits)
Schedule:
MTWRF 0100 PM - 0400 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
For those interested in learning in school settings, an understanding of educational psychology, including
theories of how students learn and what motivates students to learn, is fundamental. This course offers a
broad introduction to psychological theory and research that has attempted to better understand
students' learning and motivation. The course begins with an exploration of theories of learning,
including behaviorist, cognitivist, and situated perspectives. This is followed by a deep dive into
motivational constructs such as self-efficacy, goal orientation, and self-determination theory. The course
concludes with an examination of additional, selected topics from educational psychology that may include
individual differences, gifted/talented education, ADHD, learning styles, and international/
cultural differences in learning and teaching. Course readings will be grounded in theoretical and empirical
literature related to theories of learning and motivation. Application of theory, including case studies, will
be foundational to class sessions, as a way to ground our discussion of theory and research.
The course is suitable for all HGSE master's and doctoral students, including those who have not
already had an introductory course in educational psychology, as well as for those who have previously
taken HGSE's How People Learn module.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content curriculum development
HGSE: Content cognitive development
HGSE: Content pedagogy
HGSE: Content social development
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy team-based learning
HGSE: Competencies write a case study
HGSE: Content learning and teaching
HGSE: Content learning differences
HGSE: Pedagogy multimedia projects
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies conduct an interview
HGSE: Content adolescent development
HGSE: Content metacognition
HGSE: Content classroom instruction
HGSE: Pedagogy socratic discussion
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Competencies analyze arguments
HGSE: Competencies make a presentation
HGSE: Competencies debate
HGSE: Content teachers
HGSE: Pedagogy peer learning
Course Search Attributes Display Only in Course Search
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HGSE: Content early childhood
HGSE: Pedagogy reflective writing
HGSE: Competencies write a policy memo
HGSE: Content psychology
HGSE: Content motivation
HGSE: Content child development
HGSE: Pedagogy lecture
Education HT123 Section: 01
Informal Learning for Children (180784)
Joe Blatt
2025 Spring (4 Credits)
Schedule:
MTWRF 1000 AM - 0600 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Today's young people grow up in a media-saturated environment. As parents and teachers know all too
well, remarkably few of these media offerings are deliberately designed to benefit children or adolescents
educationally.
In the realm of informal media designed for learning, the most powerful and successful intervention ever
devised is Sesame Street. You will have the opportunity in this course to work with researchers, creative
talent, and senior executives from Sesame Workshop – and from outstanding museums, community
centers, after-school programs, libraries, and summer camps – to develop concepts for a new informal
learning venture.
You will learn how to identify and assess needs; how to conduct research on informal learning; how to
design, test, and revise materials that are responsive to specific audiences and objectives; how to make
diversity a fundamental component of the design process; and how to gauge the short- and longer-term
impact of an intervention.
Learning activities include expert presentations, discussions, and field experiences. The capstone for the
course, to be completed in small groups, is a proposal for a large-scale, multimedia-based informal learning
project. Your group will determine your own objectives and target audience, develop a creative plan, and
present your proposal orally to expert media, museum, and education professionals, whose helpful
feedback you will then incorporate into your final written proposal.
Project topic options will be announced in late Fall. Previous topics have included improving children's
health and fitness, promoting civic engagement and political participation, developing print and digital
literacy, and helping children and teens become wiser consumers.
This course meets every day during January term and requires full-time engagement. Open to all students,
including cross-registrants. No prerequisites. Important information will be e-mailed to enrolled students in mid-
December.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop curriculum
HGSE: Content informal learning
HGSE: Content diversity equity inclusion
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies collaborate
HGSE: Competencies analyze arguments
HGSE: Content museums
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HGSE: Pedagogy team-based learning
Course Search Attributes Display Only in Course Search
HGSE: Content curriculum development
HGSE: Content cognitive development
HGSE: Content fundraising
HGSE: Content innovation
HGSE: Pedagogy peer learning
HGSE: Competencies write a research proposal
HGSE: Content partnerships
HGSE: Content technology
HGSE: Content entrepreneurship
HGSE: Pedagogy project-based learning
HGSE: Competencies practice equity and inclusion
HGSE: Content civic engagement
HGSE: Content learning and teaching
HGSE: Content motivation
HGSE: Content risk prevention/intervention
HGSE: Content developmental psychology
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies facilitate group process
HGSE: Content child development
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy field-based project
HGSE: Competencies make a presentation
HGSE: Competencies develop a business proposal or plan
HGSE: Content qualitative research
HGSE: Content global/international context
HGSE: Competencies build partnership
HGSE: Content out-of-school time
HGSE: Content formative evaluation
HGSE: Content media
Education HT820 Section: 01
Assessing School-Age Children's Language and Literacy Development (180788)
Rebecca Rolland
2024 Fall (4 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This case-based course will introduce the conceptual, practical, ethical, and legal issues related to the
language and literacy assessment of school-aged children and adolescents. Topics include: discussion of
standards for educational testing, including validity, reliability, norming, test development, and avoidance
of cultural bias; and general guidelines for selections of particular types of assessment methods for
individual children (i.e., standardized test, direct observation, questionnaire, interview). Special emphasis
will be placed on the contributions and limitations of tests for students with learning difficulties,
particularly in language and literacy. Supervised clinical practice in screening and assessment will provide
students with experience in the oral and written communication of assessment results to parents, teachers
and other professionals. Requirements include engaging with weekly media and cases and a written
assessment report.
Prerequisites: A background knowledge in language and reading development is helpful. Enrollment
procedure will be posted on the course website.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content decision-making
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HGSE: Pedagogy guest speaker(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy case-method learning
HGSE: Competencies make a presentation
HGSE: Competencies practice equity and inclusion
HGSE: Content cognitive development
HGSE: Content learning differences
HGSE: Pedagogy experiential learning
HGSE: Competencies administer an assessment
HGSE: Content language and literacy
HGSE: Content assessment
Education HT820 Section: S01
Assessing School-Age Children's Language and Literacy Development (180788)
Rebecca Rolland
2024 Fall (4 Credits)
Schedule:
T 1100 AM - 1125 AM
Instructor Permissions:
None
Enrollment Cap:
25
This case-based course will introduce the conceptual, practical, ethical, and legal issues related to the
language and literacy assessment of school-aged children and adolescents. Topics include: discussion of
standards for educational testing, including validity, reliability, norming, test development, and avoidance
of cultural bias; and general guidelines for selections of particular types of assessment methods for
individual children (i.e., standardized test, direct observation, questionnaire, interview). Special emphasis
will be placed on the contributions and limitations of tests for students with learning difficulties,
particularly in language and literacy. Supervised clinical practice in screening and assessment will provide
students with experience in the oral and written communication of assessment results to parents, teachers
and other professionals. Requirements include engaging with weekly media and cases and a written
assessment report.
Prerequisites: A background knowledge in language and reading development is helpful. Enrollment
procedure will be posted on the course website.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content assessment
HGSE: Content decision-making
HGSE: Pedagogy case-method learning
HGSE: Content learning differences
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content language and literacy
HGSE: Pedagogy experiential learning
HGSE: Competencies practice equity and inclusion
HGSE: Competencies administer an assessment
HGSE: Content cognitive development
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Pedagogy guest speaker(s)
Education L100AY
Section: 01
The Workplace Lab for System-Level Leaders (203644)
Frank Barnes
Mary O'Neill
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2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The Workplace Lab (WPL) is a fast-paced, practice-based professional seminar course designed for the Ed.
L.D. cohort's first year. Through a variety of modalities, in teams and as individuals, aspiring
transformational sector leaders will have the opportunity to acquire the knowledge, skills, and habits of
mind to lead system level change within organizations by:
● Analyzing critically the education sector with a focus on system-level leadership
● Exploring and demonstrating adaptive and technical leadership
● Practicing teaming to develop actionable insights
● Developing mechanisms to solve problems
● Applying frameworks for change to real work challenges and case studies
● Designing systemic reform through simulations and in the field via a fellowship experience
● Demonstrating entrepreneurial and innovative thought and leadership, and
● Applying course learnings to in-the-field fellowship contexts
Permission of instructor required. Enrollment is limited to first-year Ed.L.D. students. L-100AY and L-100BY
were formerly yearlong L-100.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze qualitative data
HGSE: Content school reform
HGSE: Content negotiation
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies write a policy memo
HGSE: Limited Enrollment LIMITED ENROLLMENT
Education L100BY Section: 01
The Workplace Lab for System-Level Leaders
(203645)
Mary O'Neill
2025 Spring (4 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The Workplace Lab is the professional seminar for students in the Ed.L.D. Program in the first year of their
studies. Through a variety of modalities, aspiring transformational leaders have the opportunity to acquire
the knowledge, habits of mind, and disposition to act by (1) analyzing critically the education sector; (2)
collaborating and teaming to identify and reflect on problems of practice; (3) developing mechanisms to
solve problems; (4) understanding the instructional core; (5) simulating systemic reform; and (6) scaling up
through design and innovation. The Workplace Lab provides an opportunity for students to combine action
and reflection, to challenge their assumptions about leadership and improvement, and to integrate and
deepen their learning across the Ed.L.D. core curriculum.
They will have the opportunity to work directly with a school district through their fellowships and
partnership with a school district.
Permission of instructor required. Enrollment is limited to first-year Ed.L.D. students. L-100AY and L-100BY
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were formerly yearlong L-100.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy experiential learning
Full Year Course Indivisible Course
HGSE: Competencies leadership
HGSE: Content decision-making
All: Cross Reg Availability Not Available for Cross Registration
Education L102A Section: 01
Leaders of Learning (220714)
Jennifer Cheatham
2024 Fall (2 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
***ONLY OFFERED FOR EdLD STUDENTS***This course is designed to better prepare students in the Ed.L.
D. Program to lead learning, both student learning, professional learning and related organizational
learning. Whether you plan to lead in a public school system or adjacent to one, as a top-level administrator
or as a policy leader or entrepreneur, it is crucial to have an understanding of excellent teaching and
learning that is inclusive and culturally responsive. Without that understanding, and a commitment to
continually learning more about it, leaders in every part of the sector risk developing solutions that don't
address the problems that stand in the way of excellent teaching and learning for every child. But
understanding excellent teaching and learning isn't enough. System-level leaders must continually examine
the larger system that either supports or constrains excellent instruction, intentionally foster generative
conversations about the system's strengths and challenges, and use this shared insight to cultivate
collaborative change. These system-level leadership skills, focused on joint sense making and learning in
relation to a vision worth pursuing, are of special importance in today's environment where basic decisions
about what is taught, how it is taught, and how it is assessed are mired in political conflict.
Class Notes: Class will also meet on Monday 12/9/2024.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Not Available for Cross Registration
Education L103 Section: 01
Thinking Strategically about Education Reform (203649)
Jal Mehta
2024 Fall (4 Credits)
Schedule:
M 1215 PM - 0215 PM
W 0300 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
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This course seeks to help Ed.L.D. students ask and answer the "why," "how," and "what" of education
improvement and innovation. Questions include: What are we aiming for in education (and who is the
"we")? Where are we now? How can we build systems (districts, networks, states) that would consistently
support quality education? How do we spread changes across jurisdictions? How are all of these questions
shaped by history, politics, and race? Students will learn how to act on these questions through readings,
discussions, live cases and a final project. For the live cases, students will be faced with a real-world actor
confronting a current dilemma and will be asked to diagnose the problem and develop a strategic approach
to addressing the dilemma in a particular context. Students will also do a semester long "Make the World a
Better Place" project, through which they will learn and practice critical skills like empathy, listening,
defining problems, brainstorming, prototyping, and testing. and change management skills through applied
work in an area of their choice. Our hope is that students will leave the course with both their own North
Star for education, a sense of key strategies that can help achieve that North Star, and a way of working
that subverts traditional hierarchies and makes significant change from the ground up.
Permission of instructor required. Enrollment is limited to first-year Ed.L.D. students.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Content strategic planning
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Competencies design an intervention
HGSE: Competencies think strategically
HGSE: Competencies collect qualitative data
HGSE: Content politics
HGSE: Content organizations
HGSE: Content school reform
HGSE: Content diversity equity inclusion
HGSE: Content leadership
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy reflective writing
HGSE: Competencies write a policy memo
HGSE: Content system-level leadership
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy case-method learning
HGSE: Pedagogy team-based learning
Education L104AY Section: 01
Practicing Leadership Inside and Out
(203650)
Candice Crawford-Zakian
Carmen Williams
Mo Sook Park
Lisa Lahey
Michael Koehler
2024 Fall (4 Credits)
Schedule:
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Practicing Leadership Inside and Out (PLIO) is a comprehensive leadership development course that spans the 3-years
of the Ed.L.D. learning curriculum.
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The central focus of PLIO is to further build one's capacity to navigate social and organizational complexity to create
systems-level change on the seemingly intractable challenges in education.
High social reactivity and a fundamental breakdown in communication across lines of difference - ideological, political,
and identity-based (racial, gender identity, class, education) - threaten our collective capacity to productively problem-
solve on behalf of the greater whole, in the education sector and beyond. The tremendous complexity and volatility of
today's global realities can become easily overwhelming - particularly for people in high positions of authority. The
capacity to work productively with and within these conditions is a critical skill for those in senior level positions.
PLIO provides opportunities to engage concepts, practices, and frameworks designed to promote the cognitive agility,
creativity, self-awareness, sociocultural and socio-political awareness necessary to harness diversity and build
collaborative, healthy, innovative, educational systems.
Across the three years you have opportunities to develop, expand or increase your capacities to:
1. Put space between a stimulus trigger and your response
2. Take notice and be radically curious about patterns in yourself and in the social system
3. Know, discover and self-author components of your identity so that you can show up fully and
authentically
4. Take a systems-level view of social relations and adaptive challenges
5. Tolerate higher degrees of ambiguity, discomfort, and not knowing.
6. Proactively discover more strategic options and new capacities in yourself and in systems by
taking measured risks to experiment, fail forward, and iterate rapidly.
7. Empathize with the experiences of others and fully consider their perspectives in your
leadership actions.
PLIO Year One
During Year 1, we pay particular attention to opportunities to increase your awareness of your role in the interpersonal
and organizational complexities that you have faced in the past, that surface during the program, and will surface after
completing Ed.L.D.
Permission of instructor required. Enrollment is limited to first-year Ed.L.D. students. L-104AY and L-104BY
were formerly L-104A and L-104B.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy small-group discussion
Course Evaluation Course Evaluation Exempt
HGSE: Content emotional development
HGSE: Limited Enrollment LIMITED ENROLLMENT
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HGSE: Content adult development
HGSE: Content leadership
HGSE: Pedagogy experiential learning
HGSE: Content group dynamics
HGSE: Pedagogy peer learning
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy multimedia texts
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content coaching
HGSE: Pedagogy reflective writing
Education L104BY Section: 01
Practicing Leadership Inside and Out (203651)
Candice Crawford-Zakian
Carmen Williams
Lisa Lahey
Michael Koehler
Mo Sook Park
2025 Spring (2 Credits)
Schedule:
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This module is a continuation of L-104AY.
Practicing Leadership Inside and Out (PLIO) is a comprehensive leadership development course that spans the 3-years
of the Ed.L.D. learning curriculum.
The central focus of PLIO is to further build one's capacity to navigate social and organizational complexity to create
systems-level change on the seemingly intractable challenges in education.
High social reactivity and a fundamental breakdown in communication across lines of difference - ideological, political,
and identity-based (racial, gender identity, class, education) - threaten our collective capacity to productively problem-
solve on behalf of the greater whole, in the education sector and beyond. The tremendous complexity and volatility of
today's global realities can become easily overwhelming - particularly for people in high positions of authority. The
capacity to work productively with and within these conditions is a critical skill for those in senior level positions.
PLIO provides opportunities to engage concepts, practices, and frameworks designed to promote the cognitive agility,
creativity, self-awareness, sociocultural and socio-political awareness necessary to harness diversity and build
collaborative, healthy, innovative, educational systems.
Across the three years you have opportunities to develop, expand or increase your capacities to:
1. Put space between a stimulus trigger and your response
2. Take notice and be radically curious about patterns in yourself and in the social system
3. Know, discover and self-author components of your identity so that you can show up fully and
authentically
4. Take a systems-level view of social relations and adaptive challenges
5. Tolerate higher degrees of ambiguity, discomfort, and not knowing.
6. Proactively discover more strategic options and new capacities in yourself and in systems by
taking measured risks to experiment, fail forward, and iterate rapidly.
7. Empathize with the experiences of others and fully consider their perspectives in your
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leadership actions.
PLIO Year One
During Year 1, we pay particular attention to opportunities to increase your awareness of your role in the interpersonal
and organizational complexities that you have faced in the past, that surface during the program, and will surface after
completing Ed.L.D.
Permission of instructor required. Enrollment is limited to first-year Ed.L.D. students. L-104AY and L-104BY
were formerly L-104A and L-104B.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Content leadership
HGSE: Pedagogy experiential learning
Blue Course Evaluations ALL
HGSE: Content identity
HGSE: Content emotional development
HGSE: Pedagogy peer learning
HGSE: Pedagogy discussion sections
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy team-based learning
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content coaching
HGSE: Content adult development
Full Year Course Indivisible Course
HGSE: Pedagogy small-group discussion
Education L106 Section: 01
Race, Equity, and Leadership
(203674)
Frank Barnes
2025 Spring (2 Credits)
Schedule:
T 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
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This course focuses on leading for equitable outcomes and conditions of schooling in a racialized
world. As a wise man once said, "The myth of race has created the reality of racism." Given such, this
course explores different facets and contours of this mythology, particularly as they pertain to effectively
leading and navigating large education systems in the United States, as well as the real and persistent
manifestations of this mythology in our Pk-12 school systems. The course also attends to different ways
equity is defined or framed in Pk-12 education systems, examining select elements that lie within these
system's sphere of influence. Lastly, the course attends to "equity moves" that can be employed in pursuit
of equitable outcomes and conditions of schooling in our racialized U.S. context.
Permission of instructors required. Enrollment is limited to first-year students in the Ed.L.D. program.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education L107 Section: 1
Leading with the Board (207222)
S. Paul Reville
2025 Spring (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course will operate as a seminar. Through structured simulations and live case discussions, students
will examine the relationship between education leaders and their boards at various levels of the education
sector, including in public/private, K-12, higher education, and nonprofit spaces. The focus will be on
developing the knowledge, skills and disposition to collaborate effectively with boards in the process of
leading educational change. Specifically, the class will regularly feature visits from executives, district
leaders, and board leaders as invited speakers. These experts will present "live case" examples from their
own experiences and lead the class in analytical discussions about their work. The course will also involve
simulations, readings and extensive analytical discussion. The first half of the course examines elected
boards and the K-12 education space, while the second half more briefly touches on non-profit and higher
education boards. Throughout, students will gain a deeper understanding of the facets of boardsmanship,
the essentials of executive-board relations, and the politics and contextual factors involved in leading in
collaboration with a board.
Enrollment is limited to first-year Ed.L.D. students.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze arguments
HGSE: Competencies conduct an interview
HGSE: Pedagogy guest speaker(s)
HGSE: Content advocacy
HGSE: Content culture
Course Search Attributes Display Only in Course Search
HGSE: Content civil rights
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies synthesize readings
HGSE: Content relationships
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HGSE: Pedagogy simulation/role play
HGSE: Competencies debate
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Content politics
HGSE: Pedagogy readings
HGSE: Content decision-making
HGSE: Pedagogy case-method learning
HGSE: Pedagogy socratic discussion
Education L108 Section: 01
Sector Change
(207223)
Irvin Scott
2025 Spring (2 Credits)
Schedule:
T 0130 PM - 0330 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The specific challenge we take up in this module is to prepare individuals, positioned in leadership
positions within the education ecosystem and with good ideas about how to improve the performance of
education in the United States, to strategically launch and scale their good ideas to produce significant
changes in the education sector. The task of this module is to enhance individual agency in seeking large,
complex social change. The primary question of this module is: How can individuals with power, influence
and good ideas increase the impact and scale of their ideas to a level that registers as significant in the
sector, and thereby in the lives of students, and communities?
Permission of instructor required. Enrollment is limited to first-year Ed.L.D. students.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations ALL
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education L200AY Section: 1
Ed.L.D. Second Year Core Leadership Seminar: Driving Change
(205893)
Elizabeth City
2024 Fall (2 Credits)
Schedule:
F 0930 AM - 1230 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This module is the part of an exploration on driving change that students continue during spring semester.
It is designed to prepare second-year Ed.L.D. students to think and act strategically in order to make
educational change for the better, both within the contexts of third-year Ed.L.D. residencies and beyond.
We will use a variety of texts and learning modalities to explore the challenge of putting in practice
aspirational goals and applying theoretical frameworks in the ambiguous contexts of political, interest-
driven, and often culturally-resisting organizations. We will highlight the complex factors and forces in
driving and opposing change and not shy away from how "messy" these examples are, as there is much to
learn from both challenges and successes. We will explore the very real challenges – operational,
organizational, psychological, strategic, political, messaging and connected to issues of race, class, power,
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and history – that confront actors trying to make and deliver change in the educational space. We will also
examine the Ed.L.D. capstone as a genre to support leadership practice and learning.
Permission of instructor required. Enrollment is limited to second-year Ed.L.D. students.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content system-level leadership
HGSE: Pedagogy readings
HGSE: Competencies think strategically
HGSE: Competencies analyze arguments
HGSE: Competencies write a research/analytic paper
HGSE: Pedagogy small-group discussion
Education L203AY
Section: 1
Second-Year Practicing Leadership: Peer and Pod Coaching (203701)
Candice Crawford-Zakian
Lisa Lahey
2024 Fall (2 Credits)
Schedule:
T 0130 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This module is a continuation of Year 1 PLIO (L104AY & L104BY) for Ed.L.D. students.
Practicing Leadership Inside and Out (PLIO) is a comprehensive leadership development course that spans
the 3-years of the Ed.L.D. learning curriculum. The central focus of PLIO is to further build one's capacity to
navigate social and organizational complexity to create systems-level change on the seemingly intractable
challenges in education.
How do we get unhooked by our emotional responses to challenging or triggering circumstances? How can
we manage our inner experience and ensure our actions remain congruent with our personal purpose and
reflect the brilliance of our best self even in the face of such circumstances? As educational leaders, how
do we model productively working across lines of difference?
Throughout the year in L203, you will create, test and iterate a personal theory and practice for widening
the space between stimulus and response by reducing reactive behaviors that disrupt your ability to work
across lines of difference, and bringing to the forefront behaviors that stay true to your greater sense of
purpose and the shared purpose of the work you are doing with others. We utilize a Theory of Action
framework to anchor this work.
This work begins with becoming more aware of your current tacit Theory of Action, specifically what
triggers you and what happens when you are triggered – including what happens in your body, what
happens in your inner dialogue and how you externally behave, that is, when your actions are largely
reactive rather than executed with mindful intention. You will also have the opportunity to identify
strategies from PLIO (and otherwise) that facilitate your ability to make proactive choices so as to present
as your best self. In essence, you will develop a personal set of instructions that you will adjust throughout
the semester based on your on-going reflective practice (via coaching, reading, case consultations, and
your daily experiences with difference) that best support your ability to manage your triggers and work
productively across differences at any level of the system (Interpersonal, Intergroup, & Organizational).
Creating, testing and iterating your TOA is at the heart of year 2. This year's work on a TOA is in support of
your forthcoming residency work, capstone and implications for self reflections.
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Alongside this work, you will practice deep listening and humble inquiry while holding a growth mindset in
peer coaching and pod work.
The readings, activities, portfolio and relationships create opportunities for you to deepen your practices of
self-observation, reflection, and continual learning in regards to your own development that you laid the
foundation for in Year 1.
Permission of instructor required. Enrollment is limited to second-year Ed.L.D. students. Class times listed
in the catalog are approximate; check the Ed.L.D. master calendar for specific meeting times.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Full Year Course Indivisible Course
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy peer learning
HGSE: Content coaching
HGSE: Content leadership
HGSE: Pedagogy multimedia texts
Education L203BY Section: 1
Second-Year Practicing Leadership: Peer and Pod Coaching
(203703)
Candice Crawford-Zakian
Lisa Lahey
2025 Spring (2 Credits)
Schedule:
T 0130 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This module is a continuation of Year 1 PLIO (L104AY & L104BY) for Ed.L.D. students.
Practicing Leadership Inside and Out (PLIO) is a comprehensive leadership development course that spans
the 3-years of the Ed.L.D. learning curriculum. The central focus of PLIO is to further build one's capacity to
navigate social and organizational complexity to create systems-level change on the seemingly intractable
challenges in education.
How do we get unhooked by our emotional responses to challenging or triggering circumstances? How can
we manage our inner experience and ensure our actions remain congruent with our personal purpose and
reflect the brilliance of our best self even in the face of such circumstances? As educational leaders, how
do we model productively working across lines of difference?
Throughout the year in L203, you will create, test and iterate a personal theory and practice for widening
the space between stimulus and response by reducing reactive behaviors that disrupt your ability to work
across lines of difference, and bringing to the forefront behaviors that stay true to your greater sense of
purpose and the shared purpose of the work you are doing with others. We utilize a Theory of Action
framework to anchor this work.
This work begins with becoming more aware of your current tacit Theory of Action, specifically what
triggers you and what happens when you are triggered – including what happens in your body, what
happens in your inner dialogue and how you externally behave, that is, when your actions are largely
reactive rather than executed with mindful intention. You will also have the opportunity to identify
strategies from PLIO (and otherwise) that facilitate your ability to make proactive choices so as to present
as your best self. In essence, you will develop a personal set of instructions that you will adjust throughout
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the semester based on your on-going reflective practice (via coaching, reading, case consultations, and
your daily experiences with difference) that best support your ability to manage your triggers and work
productively across differences at any level of the system (Interpersonal, Intergroup, & Organizational).
Creating, testing and iterating your TOA is at the heart of year 2. This year's work on a TOA is in support of
your forthcoming residency work, capstone and implications for self reflections.
Alongside this work, you will practice deep listening and humble inquiry while holding a growth mindset in
peer coaching and pod work.
The readings, activities, portfolio and relationships create opportunities for you to deepen your practices of
self-observation, reflection, and continual learning in regards to your own development that you laid the
foundation for in Year 1.
Permission of instructor required. Enrollment is limited to second-year Ed.L.D. students. No audits are
permissible. Class times listed in the catalog are approximate; check the Ed.L.D. master calendar for
specific meeting times.
Requirements: Enrollment in this course requires completion of L203AY.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies identify one's leadership strengths & limitations
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy peer learning
HGSE: Content coaching
HGSE: Content leadership
HGSE: Pedagogy multimedia texts
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
Education L300 Section: 1
Ed.L.D. Residency 1
(203677)
Margarita Ruiz
2024 Summer (8 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This required course corresponds with Ed.L.D. students' engagement in the Summer component (July-
August) of their third-year residency. During the residency, students work directly with an Ed.L.D. partner
organization on significant improvement initiatives, and assume leadership of and contribute to a strategic
project as the foundation for their Capstone. Successful completion of the course requires fulfilling time
and project commitments at the residency site as well as adequate academic progress on Capstone
components.
Permission of instructor required. Enrollment is limited to Ed.L.D. students engaged in their third-year
residency.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Evaluation Course Evaluation Exempt
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Education L301 Section: 1
Ed.L.D. Residency 2 (203678)
Margarita Ruiz
2024 Fall (16 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
This required course corresponds with Ed.L.D. students' engagement in the Fall semester component
(September-December) of their third-year residency. During the residency, students work directly with an
Ed.L.D. partner organization on significant improvement initiatives, and assume leadership of and
contribute to a strategic project as the foundation for their capstone. Successful completion of the course
requires fulfilling time and project commitments at the residency site as well as adequate academic
progress on capstone components.
Permission of instructor required. Enrollment is limited to Ed.L.D. students engaged in their third-year
residency.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Evaluation Course Evaluation Exempt
Education L302 Section: 1
Ed.L.D. Residency 3
(203679)
Margarita Ruiz
2025 Spring (16 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
This required course corresponds with Ed.L.D. students' engagement in the Spring semester component
(January-May) of their third-year residency. During the residency, students work directly with an Ed.L.D.
partner organization on significant improvement initiatives, and assume leadership of and contribute to a
strategic project as the foundation for their capstone. Successful completion of the course requires
fulfilling time and project commitments at the residency site as well as adequate academic progress on
capstone components.
Permission of instructor required. Enrollment is limited to Ed.L.D. students engaged in their third-year
residency.
Requirements: Must be a Doctor of Education Leadership Student or have permission
of the instructor
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Course Evaluation Course Evaluation Exempt
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Education LCH101 Section: 01
Leading Change (218494)
Monica Higgins
2024 Fall (2 Credits)
Schedule:
MTF 0830 AM - 1030 AM
W 0830 AM - 0100 PM
R 0830 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
67
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 8:30- 10:30am
Tuesday 8/6: 8:30- 10:30am
Wednesday 8/7: 8:30am-1pm
Thursday 8/8: 8:30am-11:30am, Meeting in Askwith, Longfellow 116
Friday 8/9: 8:30-10:30am
Additional Course Attributes:
Attribute Value(s)
HGSE: Content decision-making
HGSE: Content system-level leadership
Course Search Attributes Display Only in Course Search
HGSE: Competencies build partnership
HGSE: Content relationships
HGSE: Content group dynamics
HGSE: Pedagogy online and blended learning
HGSE: Competencies engage in difficult conversations
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HGSE: Content social contexts
HGSE: Content teams
HGSE: Competencies think strategically
HGSE: Content organizations
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy team-based learning
HGSE: Pedagogy reflective writing
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content psychology
HGSE: Content culture
HGSE: Content identity
HGSE: Content leadership
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
HGSE: Competencies diagnose complex problems
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content values
HGSE: Content adult development
Blue Course Evaluations LCH
HGSE: Pedagogy case-method learning
Education LCH101 Section: 02
Leading Change
(218494)
Stacey Childress
2024 Fall (2 Credits)
Schedule:
R 0830 AM - 1130 AM
MTF 0830 AM - 1030 AM
W 0830 AM - 0100 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 8:30- 10:30am
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Tuesday 8/6: 8:30- 10:30am
Wednesday 8/7: 8:30am-1pm
Thursday 8/8: 8:30am-11:30am, Meeting in Askwith, Longfellow 116
Friday 8/9: 8:30-10:30am
Additional Course Attributes:
Attribute Value(s)
HGSE: Content culture
HGSE: Content identity
HGSE: Pedagogy reflective writing
HGSE: Competencies diagnose complex problems
HGSE: Content social contexts
HGSE: Content teams
HGSE: Content group dynamics
HGSE: Content values
HGSE: Content decision-making
HGSE: Content leadership
HGSE: Pedagogy team-based learning
HGSE: Pedagogy online and blended learning
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies think strategically
HGSE: Content adult development
HGSE: Competencies engage in difficult conversations
HGSE: Content psychology
HGSE: Competencies collaborate
HGSE: Pedagogy case-method learning
HGSE: Competencies build partnership
HGSE: Content system-level leadership
HGSE: Pedagogy simulation/role play
Course Search Attributes Display Only in Course Search
HGSE: Content relationships
HGSE: Content organizations
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
Blue Course Evaluations LCH
Education LCH101 Section: 03
Leading Change
(218494)
Elizabeth City
2024 Fall (2 Credits)
Schedule:
W 0830 AM - 0100 PM
MTF 0830 AM - 1030 AM
R 0830 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
68
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Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 8:30- 10:30am
Tuesday 8/6: 8:30- 10:30am
Wednesday 8/7: 8:30am-1pm
Thursday 8/8: 8:30am-11:30am, Meeting in Askwith, Longfellow 116
Friday 8/9: 8:30-10:30am
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies diagnose complex problems
HGSE: Content adult development
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy case-method learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies engage in difficult conversations
HGSE: Content decision-making
HGSE: Competencies collaborate
HGSE: Competencies think strategically
HGSE: Content teams
HGSE: Content relationships
HGSE: Content identity
HGSE: Content psychology
HGSE: Content leadership
HGSE: Pedagogy peer learning
HGSE: Pedagogy team-based learning
Blue Course Evaluations LCH
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HGSE: Content culture
HGSE: Pedagogy online and blended learning
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content social contexts
HGSE: Content group dynamics
HGSE: Content values
HGSE: Pedagogy small-group discussion
HGSE: Competencies build partnership
HGSE: Content organizations
HGSE: Content system-level leadership
Education LCH101 Section: 04
Leading Change (218494)
Nonie Lesaux
2024 Fall (2 Credits)
Schedule:
R 0830 AM - 1130 AM
MTF 0830 AM - 1030 AM
W 0830 AM - 0100 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 8:30- 10:30am
Tuesday 8/6: 8:30- 10:30am
Wednesday 8/7: 8:30am-1pm
Thursday 8/8: 8:30am-11:30am, Meeting in Gutman Conference Center
1/2/3
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Friday 8/9: 8:30-10:30am
Additional Course Attributes:
Attribute Value(s)
HGSE: Content psychology
HGSE: Content social contexts
HGSE: Content teams
HGSE: Content culture
HGSE: Content system-level leadership
Course Search Attributes Display Only in Course Search
HGSE: Competencies engage in difficult conversations
HGSE: Content relationships
HGSE: Content adult development
HGSE: Content leadership
HGSE: Pedagogy simulation/role play
Blue Course Evaluations LCH
HGSE: Content organizations
HGSE: Content group dynamics
HGSE: Pedagogy peer learning
HGSE: Pedagogy case-method learning
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies diagnose complex problems
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies think strategically
HGSE: Content values
HGSE: Content decision-making
HGSE: Competencies collaborate
HGSE: Competencies build partnership
HGSE: Content identity
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy reflective writing
Education LCH101 Section: 05
Leading Change
(218494)
Matthew Miller
2024 Fall (2 Credits)
Schedule:
R 0830 AM - 1130 AM
MTF 0830 AM - 1030 AM
W 0830 AM - 0100 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
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discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 8:30- 10:30am
Tuesday 8/6: 8:30- 10:30am
Wednesday 8/7: 8:30am-1pm
Thursday 8/8: 8:30am-11:30am, Meeting in Gutman Conference Center
1/2/3
Friday 8/9: 8:30-10:30am
Additional Course Attributes:
Attribute Value(s)
HGSE: Content decision-making
HGSE: Content leadership
HGSE: Pedagogy reflective writing
HGSE: Competencies think strategically
HGSE: Content values
HGSE: Pedagogy case-method learning
HGSE: Pedagogy team-based learning
HGSE: Content psychology
HGSE: Content relationships
HGSE: Pedagogy small-group discussion
Blue Course Evaluations LCH
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies collaborate
HGSE: Content group dynamics
HGSE: Content identity
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content organizations
HGSE: Content adult development
HGSE: Content system-level leadership
HGSE: Pedagogy online and blended learning
HGSE: Content teams
HGSE: Pedagogy peer learning
HGSE: Competencies engage in difficult conversations
HGSE: Content social contexts
HGSE: Pedagogy simulation/role play
HGSE: Competencies diagnose complex problems
HGSE: Competencies build partnership
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HGSE: Content culture
Course Search Attributes Display Only in Course Search
Education LCH101 Section: 06
Leading Change
(218494)
Uche Amaechi
2024 Fall (2 Credits)
Schedule:
MTF 0200 PM - 0400 PM
W 0200 PM - 0630 PM
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
67
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 2-4pm
Tuesday 8/6: 2-4pm
Wednesday 8/7: 2-6:30pm
Thursday 8/8: 2-5pm, Meeting in Askwith, Longfellow 116
Friday 8/9: 2-4pm
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Content psychology
HGSE: Content values
HGSE: Pedagogy team-based learning
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Course Search Attributes Display Only in Course Search
HGSE: Competencies think strategically
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy small-group discussion
Blue Course Evaluations LCH
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Content group dynamics
HGSE: Content decision-making
HGSE: Content identity
HGSE: Pedagogy simulation/role play
HGSE: Competencies build partnership
HGSE: Content teams
HGSE: Content relationships
HGSE: Content system-level leadership
HGSE: Content leadership
HGSE: Pedagogy peer learning
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content social contexts
HGSE: Content organizations
HGSE: Content culture
HGSE: Content adult development
HGSE: Pedagogy case-method learning
HGSE: Pedagogy reflective writing
Education LCH101 Section: 07
Leading Change
(218494)
Stacey Childress
2024 Fall (2 Credits)
Schedule:
R 0200 PM - 0500 PM
MTF 0200 PM - 0400 PM
W 0200 PM - 0630 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
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Monday 8/5: 2-4pm
Tuesday 8/6: 2-4pm
Wednesday 8/7: 2-6:30pm
Thursday 8/8: 2-5pm, Meeting in Askwith, Longfellow 116
Friday 8/9: 2-4pm
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content identity
HGSE: Pedagogy reflective writing
HGSE: Competencies diagnose complex problems
HGSE: Competencies build partnership
HGSE: Content teams
Course Search Attributes Display Only in Course Search
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content social contexts
HGSE: Content decision-making
HGSE: Content psychology
HGSE: Content values
HGSE: Content adult development
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy small-group discussion
Blue Course Evaluations LCH
HGSE: Competencies engage in difficult conversations
HGSE: Competencies think strategically
HGSE: Content relationships
HGSE: Content organizations
HGSE: Content system-level leadership
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy case-method learning
HGSE: Content culture
HGSE: Content group dynamics
HGSE: Content leadership
HGSE: Pedagogy peer learning
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Not Available for Cross Registration
Education LCH101 Section: 08
Leading Change (218494)
Elizabeth City
2024 Fall (2 Credits)
Schedule:
W 0200 PM - 0630 PM
MTF 0200 PM - 0400 PM
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R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 2-4pm
Tuesday 8/6: 2-4pm
Wednesday 8/7: 2-6:30pm
Thursday 8/8: 2-5pm, Meeting in Askwith, Longfellow 116
Friday 8/9: 2-4pm
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Competencies think strategically
HGSE: Content decision-making
HGSE: Content organizations
HGSE: Content leadership
HGSE: Competencies engage in difficult conversations
HGSE: Competencies build partnership
HGSE: Content group dynamics
HGSE: Content adult development
HGSE: Pedagogy peer learning
HGSE: Content teams
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy case-method learning
HGSE: Pedagogy team-based learning
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All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies collaborate
HGSE: Content social contexts
HGSE: Content values
HGSE: Content culture
Course Search Attributes Display Only in Course Search
HGSE: Content identity
Blue Course Evaluations LCH
HGSE: Content psychology
HGSE: Content relationships
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content system-level leadership
Education LCH101 Section: 09
Leading Change (218494)
Frank Barnes
2024 Fall (2 Credits)
Schedule:
R 0200 PM - 0500 PM
MTF 0200 PM - 0400 PM
W 0200 PM - 0630 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 2-4pm
Tuesday 8/6: 2-4pm
Wednesday 8/7: 2-6:30pm
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Thursday 8/8: 2-5pm, Meeting in Gutman Conference Center 1/2/3
Friday 8/9: 2-4pm
Additional Course Attributes:
Attribute Value(s)
HGSE: Content psychology
HGSE: Content social contexts
HGSE: Content decision-making
HGSE: Content system-level leadership
HGSE: Pedagogy online and blended learning
HGSE: Competencies engage in difficult conversations
HGSE: Competencies build partnership
HGSE: Content organizations
Course Search Attributes Display Only in Course Search
HGSE: Competencies diagnose complex problems
HGSE: Competencies collaborate
HGSE: Pedagogy small-group discussion
HGSE: Content culture
HGSE: Content identity
HGSE: Pedagogy peer learning
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content teams
HGSE: Content adult development
Blue Course Evaluations LCH
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content values
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy case-method learning
HGSE: Competencies think strategically
HGSE: Content relationships
HGSE: Content group dynamics
HGSE: Content leadership
HGSE: Pedagogy team-based learning
HGSE: Pedagogy reflective writing
Education LCH101 Section: 10
Leading Change
(218494)
Angela Jackson
2024 Fall (2 Credits)
Schedule:
R 0200 PM - 0500 PM
MTF 0200 PM - 0400 PM
W 0200 PM - 0630 PM
Instructor Permissions:
Instructor
Enrollment Cap:
68
Leading Change is a Foundations offering that is designed to help students learn how to lead change in organizations,
teams, and systems so that they can effect positive change in the larger education sector. This foundational experience
will provide learning experiences, concepts, and tools about dynamic change-leadership approaches. A distinctive
element of this course is the focus on teaming. Change efforts are rarely done by individual leaders who come in as
heroes to "save" a school, venture, or system. Rather, leaders must work collaboratively, often in or through teams, to
effect change. Therefore, teams and collaborative work are central to this Foundations course. Leading Change seeks to
HARVARD UNIVERSITY
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help students understand how to drive change at multiple levels – the micro or individual level, the meso or team level,
the macro or organization level, and the meta or system level. Students will engage in varied activities to consider
change at each of these levels. To examine issues at the meta and macro levels, students will engage in two case
discussions that examine organizational and system-level change. To focus on change at the meso level, students will
work in teams in a simulated team-based exercise, gaining feedback on their performance both as individuals and in
teams. To explore the micro level, students will engage in a self-reflection exercise to consider areas for personal growth
and development as change agents. The course ends with an action planning session to help students prepare to apply
their learning to future coursework and the next stage of their careers.
Not open to cross-registration. Course is graded as satisfactory or unsatisfactory only.
Class Notes:
Leading Change Schedule:
Monday 8/5: 2-4pm
Tuesday 8/6: 2-4pm
Wednesday 8/7: 2-6:30pm
Thursday 8/8: 2-5pm, Meeting in Gutman Conference Center 1/2/3
Friday 8/9: 2-4pm
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy small-group discussion
HGSE: Content organizations
HGSE: Content culture
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies think strategically
HGSE: Content social contexts
HGSE: Pedagogy case-method learning
HGSE: Content identity
HGSE: Competencies collaborate
HGSE: Content teams
Blue Course Evaluations LCH
Course Search Attributes Display Only in Course Search
HGSE: Competencies engage in difficult conversations
HGSE: Content relationships
HGSE: Content values
HGSE: Content system-level leadership
HGSE: Pedagogy peer learning
HGSE: Pedagogy team-based learning
HGSE: Pedagogy reflective writing
HGSE: Competencies build partnership
HGSE: Content group dynamics
HGSE: Content decision-making
HGSE: Competencies diagnose complex problems
HGSE: Competencies identify one's leadership strengths & limitations
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HGSE: Content psychology
HGSE: Content adult development
HGSE: Content leadership
HGSE: Pedagogy simulation/role play
Education S010B Section: 1
Designing Surveys and Questionnaires: Principles and Methods (180850)
Joseph McIntyre
2025 Spring (2 Credits)
Schedule:
TR 0430 PM - 0545 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Questionnaires are among the most common data collection methods that educational researchers and
other social scientists employ. Thus, surveys wield tremendous impact on the data based decision making
that increasingly permeates our educational system and in society more broadly. Yet producing high-
quality survey measures is not a straightforward task. Survey designers must choose between open ended,
ranking, or rating items; between asking questions or posing statements for respondents to agree/disagree
with; how many response options to offer; and the organizational logic of their survey. Empirical studies
exist to guide each of these choices and maximize the quality of the data collected. This course will
familiarize students with the steps and procedures that are essential to developing high quality surveys.
The major topics of the course include defining constructs; creating items and item wording; response
anchors; organizing, ordering, and formatting surveys; and bolstering response rates. The course is not
designed to cover sampling procedures, analysis of survey data, or interviewing. As a final project,
students will design a short questionnaire.
Prerequisites: none, though successful completion of S-012 or S-040 is strongly encouraged.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content foundational quantitative methods
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy problem sets
HGSE: Pedagogy peer learning
HGSE: Competencies design a survey instrument
HGSE: Competencies collect quantitative data
HGSE: Content descriptive statistics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies understand data
HGSE: Content research methods
HGSE: Pedagogy team-based learning
Course Search Attributes Display Only in Course Search
Education S012 Section: 01
Introduction to Statistics for Educational Research (180854)
Hadas Eidelman
2024 Fall (4 Credits)
Schedule:
T 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The HOW: The S-012 experience engages us in building a supportive course community where we all learn from one
another. In place of more traditional pre-work such as reading chapters or articles, we will instead use videos (filmed by
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the instructor specifically for this course) and interactive opportunities for practice as preparation for each class
meeting. This will allow us to use our time together to explore statistical topics in a deeply engaged and participatory
format. Throughout the course, we will focus not only on the methods themselves but on why and how their use can
represent a powerful tool for enacting change. We will emphasize the summarizing and presentation of statistical results
for multiple audiences. Our focus will be on understanding how to use and interpret the statistical procedures
commonly used in quantitative research, to become both critical consumers and ethical producers of quantitative work.
The WHAT: This course covers the basic principles of elementary statistics, providing a good foundation for students
intending to do further course work and research involving the use of statistical analyses. We will cover both continuous
and categorical data analysis, with topics including: basic descriptive measures; comparisons between groups;
hypothesis testing; correlation; and techniques for analyzing categorical data. There will be a heavy emphasis on
applications of basic statistical concepts to a wide variety of problems encountered in educational and policy-related
research. We will use Stata as our statistical software in this course. There will be multiple assignments -- some to be
completed individually, some with a partner -- involving data analysis and reporting of research results, as well as a
final project.
The MONDAY SECTION: While the whole class meets together on Tuesdays, students are also expected to attend one
75-minute smaller-group section led by a Teaching Fellow on Mondays. Final assignment of section times will not be
done on my.harvard during enrollment, but rather will be coordinated by the teaching team after enrollment has
occurred.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies create data visualizations
HGSE: Pedagogy online and blended learning
HGSE: Competencies analyze quantitative data
HGSE: Content descriptive statistics
HGSE: Pedagogy reflective writing
HGSE: Competencies code scripts/software
HGSE: Content data analysis
HGSE: Content research methods
HGSE: Pedagogy lab sessions
HGSE: Competencies build partnership
HGSE: Pedagogy peer learning
HGSE: Competencies develop research questions
HGSE: Competencies collaborate
HGSE: Content statistics
HGSE: Competencies practice equity and inclusion
HGSE: Content foundational quantitative methods
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies understand data
HGSE: Competencies use quantitative-research software
Education S012 Section: S01
Introduction to Statistics for Educational Research (180854)
Hadas Eidelman
2024 Fall (4 Credits)
Schedule:
T 1100 AM - 1125 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
The HOW: The S-012 experience engages us in building a supportive course community where we all learn from one
another. In place of more traditional pre-work such as reading chapters or articles, we will instead use videos (filmed by
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the instructor specifically for this course) and interactive opportunities for practice as preparation for each class
meeting. This will allow us to use our time together to explore statistical topics in a deeply engaged and participatory
format. Throughout the course, we will focus not only on the methods themselves but on why and how their use can
represent a powerful tool for enacting change. We will emphasize the summarizing and presentation of statistical results
for multiple audiences. Our focus will be on understanding how to use and interpret the statistical procedures
commonly used in quantitative research, to become both critical consumers and ethical producers of quantitative work.
The WHAT: This course covers the basic principles of elementary statistics, providing a good foundation for students
intending to do further course work and research involving the use of statistical analyses. We will cover both continuous
and categorical data analysis, with topics including: basic descriptive measures; comparisons between groups;
hypothesis testing; correlation; and techniques for analyzing categorical data. There will be a heavy emphasis on
applications of basic statistical concepts to a wide variety of problems encountered in educational and policy-related
research. We will use Stata as our statistical software in this course. There will be multiple assignments -- some to be
completed individually, some with a partner -- involving data analysis and reporting of research results, as well as a
final project.
The MONDAY SECTION: While the whole class meets together on Tuesdays, students are also expected to attend one
75-minute smaller-group section led by a Teaching Fellow on Mondays. Final assignment of section times will not be
done on my.harvard during enrollment, but rather will be coordinated by the teaching team after enrollment has
occurred.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze quantitative data
HGSE: Content descriptive statistics
HGSE: Content statistics
HGSE: Pedagogy lab sessions
Course Search Attributes Display Only in Course Search
HGSE: Competencies create data visualizations
HGSE: Pedagogy experiential learning
HGSE: Competencies use quantitative-research software
HGSE: Content foundational quantitative methods
All: Cross Reg Availability Available for Harvard Cross Registration
Education S013A Section: 01
Arts and Learning Proseminar
(223866)
Raquel Jimenez
Louisa Penfold
2024 Fall (0 Credits)
Schedule:
W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course is a required component of the Arts and Learning concentration experience. Students will attend bi-weekly
gatherings featuring guest presentations from leaders in the field, visits to local arts organizations, and peer-led
workshops. This class complements other core courses in the Arts and Learning concentration by providing space for
students to analyze current issues in arts education and contribute to meaningful debates about the roles of the arts
across a wide range of educational settings, including schools, community spaces, museums, and online platforms. As
members of the course, students will explore the terrain of contemporary arts education and learn to situate their
perspectives, and learnings, within a larger community of practice. Enrollment is limited to members of the Arts and
Learning concentration.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Competencies analyze arguments
All: Cross Reg Availability Not Available for Cross Registration
Education S013B Section: 01
Arts and Learning Proseminar (223867)
Raquel Jimenez
Louisa Penfold
2025 Spring (2 Credits)
Schedule:
W 1200 PM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course is a required component of the Arts and Learning concentration experience. Students will
attend bi-weekly gatherings featuring guest presentations from leaders in the field, visits to local arts
organizations, and peer-led workshops. This class complements other core courses in the Arts and
Learning concentration by providing space for students to analyze current issues in arts education and
contribute to meaningful debates about the roles of the arts across a wide range of educational settings,
including schools, community spaces, museums, and online platforms. As members of the course,
students will explore the terrain of contemporary arts education and learn to situate their perspectives, and
learnings, within a larger community of practice. Enrollment is limited to members of the Arts and Learning
concentration.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies think strategically
HGSE: Competencies analyze arguments
Education S022 Section: 1
Introduction to Statistical Computing and Data Science in Education (180857)
Luke Miratrix
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0430 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course focuses on applying modern data science and machine learning tools to real-world datasets in
education. We first teach tools for exploring new datasets in order to identify patterns, make predictions
from flexible models, and visualize data in ways that communicate complex associations. We also expand
on the core conceptual building blocks taught in S-40 to provide more flexible approaches to estimation
and inference, with a particular focus on the bootstrap. Throughout, we will learn statistical computing in R,
an increasingly important skill in the modern, data-driven era. By the end of the course, students will be
able to independently analyze data of various types, carrying a project from getting the data ready for
analysis to creating technical reports of one's findings. Topics covered include classification and
regression trees, random forests, regularized regression, cross-validation, data wrangling, model selection,
bootstrapping, and data visualization. While we assume foundational statistical knowledge, we do not
assume any initial familiarity with statistical computing or the R language. Students interested in getting
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started with learning R before the course starts should contact the instructor.
Prerequisites: S-040 or equivalent (linear regression and statistical inference), or by permission.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies create data visualizations
HGSE: Content data analysis
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies use quantitative-research software
HGSE: Competencies collaborate
HGSE: Competencies code scripts/software
HGSE: Content research methods
HGSE: Pedagogy lab sessions
HGSE: Competencies analyze quantitative data
HGSE: Content descriptive statistics
HGSE: Pedagogy problem sets
HGSE: Pedagogy team-based learning
Course Search Attributes Display Only in Course Search
HGSE: Content statistics
HGSE: Content advanced quantitative methods
HGSE: Content classroom instruction
HGSE: Pedagogy project-based learning
Education S030 Section: 01
Intermediate Statistics for Educational Research: Applied Linear Regression
(180858)
Hadas Eidelman
2025 Spring (4 Credits)
Schedule:
T 1030 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The HOW: The S-030 experience engages us in building a supportive course community where we all learn from one
another. In place of more traditional pre-work such as reading chapters or articles, we will instead use videos (filmed by
the instructor specifically for this course) and interactive opportunities for practice as preparation for each class
meeting. This will allow us to use our time together to explore statistical topics in a deeply engaged and participatory
format. Throughout the course, we will focus not only on the methods themselves but on why and how their use can
represent a powerful tool for enacting change. We will emphasize the summarizing and presentation of statistical results
for multiple audiences. Our focus will be on understanding how to use and interpret linear regression modeling to
become both critical consumers and ethical producers of quantitative work.
The WHAT: This course goes in-depth through a set of quantitative methods referred to as the general linear model --
regression, correlation, analysis of variance -- to address various questions in education, psychology, and social science
research. Examples of research questions we will be addressing are: How do children's demonstrations of separation
distress relate to their age? Do mandatory seat belt laws save lives? Which animal has the most massive brain, relative
to their body mass? and many more. We will learn statistical analysis by doing statistical analysis. Building on the basic
principles of elementary statistics (the content of S-012 or equivalent), we will begin with the simple linear regression
model. We'll then utilize its mechanisms to fit models that address increasingly sophisticated research questions. As we
progress, we'll learn to fit models that can accommodate: multiple predictors; transformations to address non-linearity;
dichotomous and polychotomous predictors (both ordinal and nominal); statistical interactions; and quadratic
relationships. We'll include a heavy emphasis on the substantive interpretation and communication of results. We will
use Stata as our statistical software in this course. There will be multiple assignments -- some to be completed
individually, some with a partner -- where students will address a variety of research questions through scaffolded
analysis of real datasets, as well as a final project presentation.
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The MONDAY SECTION: While the whole class meets together on Tuesday mornings, students are also expected to
attend one 75-minute smaller-group section led by a Teaching Fellow on Mondays. Final assignment of section times will
not be done on my.harvard during enrollment, but rather will be coordinated by the teaching team after enrollment has
occurred.
Permission of instructor required. Enrollment procedure will be posted on the course website.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content statistics
HGSE: Pedagogy lab sessions
HGSE: Pedagogy reflective writing
Course Search Attributes Display Only in Course Search
HGSE: Competencies use quantitative-research software
HGSE: Competencies write a research/analytic paper
HGSE: Competencies develop research questions
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy peer learning
HGSE: Pedagogy experiential learning
HGSE: Competencies make a presentation
HGSE: Competencies understand data
HGSE: Competencies collaborate
HGSE: Competencies code scripts/software
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies create data visualizations
HGSE: Pedagogy team-based learning
Blue Course Evaluations ALL
HGSE: Content foundational quantitative methods
HGSE: Pedagogy small-group discussion
HGSE: Competencies build partnership
HGSE: Content data analysis
HGSE: Content research methods
HGSE: Pedagogy online and blended learning
Education S040 Section: 1
Introductory and Intermediate Statistics for Educational Research: Applied Linear Regression
(180864)
Joseph McIntyre
2024 Fall (4 Credits)
Schedule:
T 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Often when quantitative evidence is being used to answer questions, scholars and decision-makers must
either analyze empirical data themselves or evaluate the analyses of others. This course will cover the
basic principles of quantitative data analysis and is roughly comparable in content to the full-year S-012/S-
030 course sequence in applied regression and data analysis. Students will examine real data gathered to
address questions in educational, psychological, and social research settings, becoming acquainted with
basic descriptive statistics, tabular and graphical methods for displaying data, the notion of statistical
inference, and analytic methods for exploring relationships with both categorical and continuous
measures. These topics will provide students with a solid foundation for addressing research questions
through statistical modeling using simple and multiple linear regression. There will be an emphasis on
applying the statistical concepts learned in this course--in particular, how to: (1) select the appropriate
statistical techniques; (2) properly execute those techniques; (3) examine the assumptions necessary for
the techniques to work appropriately; (4) interpret analytic results; (5) summarize the findings effectively;
and (6) produce publication-style visual displays of results. Because quantitative skills are best learned
HARVARD UNIVERSITY
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through practice, computer-based statistical analyses will be an integral part of the course. There will be
several problem sets involving the core concepts covered in class as well as several take-home
assignments and a final project involving data analysis and the interpretation and reporting of research
results.
Students are expected to attend two 75-minute class meeting a week: one main section meeting on
Tuesday and one small group meeting on Thursday. There are two identical sections of S040: section 1 on
Tuesday from 12:00P.M. - 1:15P.M. ET and section 2 on Tuesday from 4:30PM to 5:45PM. ET. Please be
sure to enroll in the section for the time that works best for you. Students enrolling in either section must
also choose one of two small group meeting times during enrollment: small group 1 on Thursday from 12:
00PM – 1:15P.M. ET or small group 2 on Thursday from 4:30P.M. – 5:45P.M. ET. Students enrolling in this
course must meet during both their section time on Tuesday and their small group time on Thursday each
week.
No prior data analytic experience is required, but a working knowledge of basic algebra (GRE-level
mathematics) is assumed, and some previous exposure to introductory statistics is advantageous.
Recommended for most first-year Ph.D. students and any Ed.M. students wishing to enroll in a spring
semester course that requires S-030 or S-040 as a prerequisite, such as S-052 or A-164. Please consult with
the instructor if you have any questions about whether S-040 is right for you.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies understand data
HGSE: Competencies use quantitative-research software
HGSE: Competencies code scripts/software
HGSE: Content foundational quantitative methods
HGSE: Pedagogy team-based learning
HGSE: Competencies collaborate
HGSE: Content data analysis
HGSE: Pedagogy peer learning
HGSE: Pedagogy lecture
HGSE: Competencies make a presentation
HGSE: Content statistics
HGSE: Pedagogy research project
HGSE: Pedagogy problem sets
HGSE: Competencies develop research questions
HGSE: Competencies analyze quantitative data
HGSE: Content research methods
HGSE: Pedagogy lab sessions
HGSE: Content descriptive statistics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies create data visualizations
Education S040
Section: 2
Introductory and Intermediate Statistics for Educational Research: Applied Linear Regression (180864)
Joseph McIntyre
2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0545 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Often when quantitative evidence is being used to answer questions, scholars and decision-makers must
either analyze empirical data themselves or evaluate the analyses of others. This course will cover the
HARVARD UNIVERSITY
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basic principles of quantitative data analysis and is roughly comparable in content to the full-year S-012/S-
030 course sequence in applied regression and data analysis. Students will examine real data gathered to
address questions in educational, psychological, and social research settings, becoming acquainted with
basic descriptive statistics, tabular and graphical methods for displaying data, the notion of statistical
inference, and analytic methods for exploring relationships with both categorical and continuous
measures. These topics will provide students with a solid foundation for addressing research questions
through statistical modeling using simple and multiple linear regression. There will be an emphasis on
applying the statistical concepts learned in this course--in particular, how to: (1) select the appropriate
statistical techniques; (2) properly execute those techniques; (3) examine the assumptions necessary for
the techniques to work appropriately; (4) interpret analytic results; (5) summarize the findings effectively;
and (6) produce publication-style visual displays of results. Because quantitative skills are best learned
through practice, computer-based statistical analyses will be an integral part of the course. There will be
several problem sets involving the core concepts covered in class as well as several take-home
assignments and a final project involving data analysis and the interpretation and reporting of research
results.
Students are expected to attend two 75-minute class meeting a week: one main section meeting on
Tuesday and one small group meeting on Thursday. There are two identical sections of S040: section 1 on
Tuesday from 12:00P.M. - 1:15P.M. ET and section 2 on Tuesday from 4:30PM to 5:45PM. ET. Please be
sure to enroll in the section for the time that works best for you. Students enrolling in either section must
also choose one of two small group meeting times during enrollment: small group 1 on Thursday from 12:
00PM – 1:15P.M. ET or small group 2 on Thursday from 4:30P.M. – 5:45P.M. ET. Students enrolling in this
course must meet during both their section time on Tuesday and their small group time on Thursday each
week.
No prior data analytic experience is required, but a working knowledge of basic algebra (GRE-level
mathematics) is assumed, and some previous exposure to introductory statistics is advantageous.
Recommended for most first-year Ph.D. students and any Ed.M. students wishing to enroll in a spring
semester course that requires S-030 or S-040 as a prerequisite, such as S-052 or A-164. Please consult with
the instructor if you have any questions about whether S-040 is right for you.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
HGSE: Content descriptive statistics
HGSE: Pedagogy team-based learning
HGSE: Competencies understand data
HGSE: Competencies collaborate
HGSE: Competencies code scripts/software
HGSE: Content foundational quantitative methods
HGSE: Competencies make a presentation
HGSE: Competencies analyze quantitative data
HGSE: Content data analysis
HGSE: Pedagogy problem sets
HGSE: Competencies use quantitative-research software
HGSE: Competencies develop research questions
HGSE: Pedagogy lecture
HGSE: Pedagogy research project
HGSE: Pedagogy lab sessions
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content statistics
HGSE: Competencies create data visualizations
HGSE: Content research methods
HGSE: Pedagogy peer learning
HARVARD UNIVERSITY
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Education S040 Section: S01
Introductory and Intermediate Statistics for Educational Research: Applied Linear Regression (180864)
Joseph McIntyre
2024 Fall (4 Credits)
Schedule:
T 0100 PM - 0125 PM
Instructor Permissions:
None
Enrollment Cap:
90
Often when quantitative evidence is being used to answer questions, scholars and decision-makers must
either analyze empirical data themselves or evaluate the analyses of others. This course will cover the
basic principles of quantitative data analysis and is roughly comparable in content to the full-year S-012/S-
030 course sequence in applied regression and data analysis. Students will examine real data gathered to
address questions in educational, psychological, and social research settings, becoming acquainted with
basic descriptive statistics, tabular and graphical methods for displaying data, the notion of statistical
inference, and analytic methods for exploring relationships with both categorical and continuous
measures. These topics will provide students with a solid foundation for addressing research questions
through statistical modeling using simple and multiple linear regression. There will be an emphasis on
applying the statistical concepts learned in this course--in particular, how to: (1) select the appropriate
statistical techniques; (2) properly execute those techniques; (3) examine the assumptions necessary for
the techniques to work appropriately; (4) interpret analytic results; (5) summarize the findings effectively;
and (6) produce publication-style visual displays of results. Because quantitative skills are best learned
through practice, computer-based statistical analyses will be an integral part of the course. There will be
several problem sets involving the core concepts covered in class as well as several take-home
assignments and a final project involving data analysis and the interpretation and reporting of research
results.
Students are expected to attend two 75-minute class meeting a week: one main section meeting on
Tuesday and one small group meeting on Thursday. There are two identical sections of S040: section 1 on
Tuesday from 12:00P.M. - 1:15P.M. ET and section 2 on Tuesday from 4:30PM to 5:45PM. ET. Please be
sure to enroll in the section for the time that works best for you. Students enrolling in either section must
also choose one of two small group meeting times during enrollment: small group 1 on Thursday from 12:
00PM – 1:15P.M. ET or small group 2 on Thursday from 4:30P.M. – 5:45P.M. ET. Students enrolling in this
course must meet during both their section time on Tuesday and their small group time on Thursday each
week.
No prior data analytic experience is required, but a working knowledge of basic algebra (GRE-level
mathematics) is assumed, and some previous exposure to introductory statistics is advantageous.
Recommended for most first-year Ph.D. students and any Ed.M. students wishing to enroll in a spring
semester course that requires S-030 or S-040 as a prerequisite, such as S-052 or A-164. Please consult with
the instructor if you have any questions about whether S-040 is right for you.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content data analysis
HGSE: Pedagogy problem sets
Course Search Attributes Display Only in Course Search
HGSE: Competencies use quantitative-research software
HGSE: Content descriptive statistics
HGSE: Pedagogy team-based learning
HGSE: Competencies analyze quantitative data
HGSE: Content research methods
HGSE: Pedagogy lecture
HGSE: Competencies write a research/analytic paper
HGSE: Competencies create data visualizations
HGSE: Pedagogy lab sessions
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All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content statistics
HGSE: Content foundational quantitative methods
Education S043 Section: 1
Multilevel and Longitudinal Models (180865)
Luke Miratrix
2024 Fall (4 Credits)
Schedule:
TR 0130 PM - 0245 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Data often have structure that needs to be modeled explicitly. For example, when investigating students'
outcomes we need to account for the fact that students are nested inside classes that are in turn nested
inside schools. If we are watching students grow, we need to account for the dependence of measurements
across time. If we do not account for such structure, our inferences will tend to be wrong. We also lose the
opportunity to understand variation across time or groups and make more insightful inferences. This
course provides an overall framework, the multilevel and generalized multilevel (hierarchical) model, for
thinking about and analyzing these forms of data. We will also deeply investigate specific versions of these
tools for the most common forms of longitudinal and clustered data. We focus on applied work, using real
data sets and the statistical software R. R will be specifically taught and supported. While the primary focus
will be on continuous outcomes, we will also discuss binary, categorical, and ordinal outcomes. We will
emphasize how to think about the applicability of the methods studied, how they might fail, and what one
might do to protect oneself in such circumstances. Applications of hierarchical (multi-level) models will
include the canonical specific cases of random-slope, random-intercept, mixed effect, crossed effect,
marginal, and growth-curve models. We will also touch upon econometric approaches such as cluster-
robust fixed effect models. We end with a final project; this can include thesis or research work.
Prerequisites: S-052, Stat 139, or an equivalent.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content research methods
HGSE: Pedagogy team-based learning
HGSE: Pedagogy socratic discussion
HGSE: Competencies use quantitative-research software
HGSE: Competencies analyze arguments
HGSE: Pedagogy project-based learning
HGSE: Competencies write a research/analytic paper
HGSE: Competencies write a research article
HGSE: Competencies make a presentation
HGSE: Competencies analyze quantitative data
HGSE: Content statistics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop research questions
HGSE: Competencies create data visualizations
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy problem sets
HGSE: Competencies code scripts/software
HGSE: Content advanced quantitative methods
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Content descriptive statistics
HGSE: Content data analysis
HGSE: Pedagogy lecture
HGSE: Pedagogy lab sessions
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Education S052 Section: 01
Intermediate and Advanced Statistical Methods for Applied Educational Research (180866)
Andrew Ho
2024 Fall (4 Credits)
Schedule:
TR 1030 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is designed for those who want to extend their data analytic skills beyond a basic knowledge of
multiple regression analysis and who want to communicate their findings clearly to audiences of
researchers, practitioners, and policymakers. S-052 contributes directly to the diverse data analytic toolkit
that the well-equipped empirical researcher must possess in order to perform sensible analyses of complex
educational, psychological, and social data. The course begins with general linear models and continues
with generalized linear models, survival analysis, multilevel models, multivariate methods, causal inference,
and measurement. Specific techniques exemplifying each of these topics include differences-in-
differences, regression discontinuity, discrete-time survival analysis, fixed- and random-effects modeling,
principal components analysis, and reliability estimation, respectively. S-052 is an applied course. It offers
conceptual explanations of statistical techniques and provides many opportunities to examine, implement,
and practice these techniques using real data. Students will learn to produce readable and sensible code in
R or Stata to enable others to replicate and extend their analyses. Attendance at weekly sections is
required.
Prerequisites: Successful completion of a course or courses that include 12 or more full hours of class time
on applied regression models beyond simple linear regression. Students who have not had this experience
must discuss their previous training before or at the first class meeting. Students who do not meet the
prerequisite should consider S-012, S-030, or S-040. See the syllabus at the instructor's website, https:
//scholar.harvard.edu/andrewho/classes, for more details.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies use quantitative-research software
HGSE: Competencies develop research questions
HGSE: Content advanced quantitative methods
HGSE: Pedagogy lab sessions
HGSE: Pedagogy team-based learning
HGSE: Content data analysis
HGSE: Pedagogy lecture
HGSE: Content statistics
HGSE: Content foundational quantitative methods
HGSE: Content causal reasoning
HGSE: Competencies create data visualizations
HGSE: Pedagogy problem sets
HGSE: Competencies write a research/analytic paper
HGSE: Competencies write a research article
HGSE: Competencies collaborate
HGSE: Content descriptive statistics
HGSE: Competencies analyze quantitative data
HGSE: Content research methods
All: Cross Reg Availability Available for Harvard Cross Registration
Education S052 Section: 01
Intermediate and Advanced Statistical Methods for Applied Educational Research
(180866)
Melanie Rucinski
HARVARD UNIVERSITY
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2025 Spring (4 Credits)
Schedule:
TR 1030 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is designed for those who want to extend their data analytic skills beyond a basic knowledge of
multiple regression analysis and who want to communicate their findings clearly to audiences of
researchers, practitioners, and policymakers. S-052 contributes directly to the diverse data analytic toolkit
that the well-equipped empirical researcher must possess in order to perform sensible analyses of complex
educational, psychological, and social data. The course begins with general linear models and continues
with generalized linear models, survival analysis, multilevel models, multivariate methods, causal inference,
and measurement. Specific techniques exemplifying each of these topics include differences-in-
differences, regression discontinuity, discrete-time survival analysis, fixed- and random-effects modeling,
principal components analysis, and reliability estimation, respectively. S-052 is an applied course. It offers
conceptual explanations of statistical techniques and provides many opportunities to examine, implement,
and practice these techniques using real data. Students will learn to produce readable and sensible code in
R or Stata to enable others to replicate and extend their analyses. Attendance at weekly sections is
required.
Prerequisites: Successful completion of a course or courses that include 12 or more full hours of class time
on applied regression models beyond simple linear regression. Students who have not had this experience
must discuss their previous training before or at the first class meeting. Students who do not meet the
prerequisite should consider S-012, S-030, or S-040. See the syllabus at https://scholar.harvard.
edu/andrewho/classes for more details.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy lecture
HGSE: Competencies write a research article
HGSE: Competencies analyze quantitative data
HGSE: Content advanced quantitative methods
HGSE: Content causal reasoning
HGSE: Pedagogy team-based learning
HGSE: Competencies create data visualizations
HGSE: Content data analysis
HGSE: Competencies collaborate
HGSE: Pedagogy problem sets
HGSE: Competencies use quantitative-research software
HGSE: Content descriptive statistics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop research questions
HGSE: Pedagogy lab sessions
HGSE: Competencies write a research/analytic paper
HGSE: Content statistics
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
HGSE: Content research methods
HGSE: Content foundational quantitative methods
Education S052
Section: S01
Intermediate and Advanced Statistical Methods for Applied Educational Research
(180866)
Andrew Ho
2024 Fall (4 Credits)
Schedule:
T 0100 PM - 0125 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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This course is designed for those who want to extend their data analytic skills beyond a basic knowledge of
multiple regression analysis and who want to communicate their findings clearly to audiences of
researchers, practitioners, and policymakers. S-052 contributes directly to the diverse data analytic toolkit
that the well-equipped empirical researcher must possess in order to perform sensible analyses of complex
educational, psychological, and social data. The course begins with general linear models and continues
with generalized linear models, survival analysis, multilevel models, multivariate methods, causal inference,
and measurement. Specific techniques exemplifying each of these topics include differences-in-
differences, regression discontinuity, discrete-time survival analysis, fixed- and random-effects modeling,
principal components analysis, and reliability estimation, respectively. S-052 is an applied course. It offers
conceptual explanations of statistical techniques and provides many opportunities to examine, implement,
and practice these techniques using real data. Students will learn to produce readable and sensible code in
R or Stata to enable others to replicate and extend their analyses. Attendance at weekly sections is
required.
Prerequisites: Successful completion of a course or courses that include 12 or more full hours of class time
on applied regression models beyond simple linear regression. Students who have not had this experience
must discuss their previous training before or at the first class meeting. Students who do not meet the
prerequisite should consider S-012, S-030, or S-040. See the syllabus at the instructor's website, https:
//scholar.harvard.edu/andrewho/classes, for more details.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy lecture
HGSE: Competencies use quantitative-research software
HGSE: Competencies write a research article
HGSE: Competencies collaborate
HGSE: Competencies create data visualizations
HGSE: Content advanced quantitative methods
HGSE: Pedagogy team-based learning
HGSE: Content descriptive statistics
HGSE: Content causal reasoning
HGSE: Content statistics
HGSE: Pedagogy problem sets
Course Search Attributes Display Only in Course Search
HGSE: Competencies write a research/analytic paper
HGSE: Competencies analyze quantitative data
HGSE: Content data analysis
HGSE: Content research methods
HGSE: Content foundational quantitative methods
HGSE: Pedagogy lab sessions
HGSE: Competencies develop research questions
All: Cross Reg Availability Available for Harvard Cross Registration
Education S057 Section: 01
Making Data Count
(216680)
Carrie Conaway
2025 Spring (4 Credits)
Schedule:
TR 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
50
*Lottery Enrollment Course* Data can be a compelling inspiration and guide for action in education. But too
often the power of data is lost because we ask the wrong questions, share facts instead of stories, ignore
or misuse existing research, or work within an organizational culture that doesn't promote learning. In this
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course, students will learn how to address all of these challenges. They will learn how to use theories of
action to develop strong research questions about diagnosis, implementation, and impact; how to tell a
verbal and visual story with data; how to frame numbers to inspire change; and how to strengthen the
conditions for learning in organizations. This course complements introductory and advanced statistics
courses by building skills in communicating with data and applying it to social challenges. It is appropriate
for students who anticipate doing analytical or organizational improvement work in future roles or who will
manage or lead such staff.
Prerequisites: EVI101 and one semester of statistics (S012 or equivalent) are required.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy project-based learning
HGSE: Content strategic planning
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies diagnose complex problems
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Competencies create data visualizations
HGSE: Competencies think strategically
HGSE: Content process improvement
Course Search Attributes Display Only in Course Search
HGSE: Content organizations
HGSE: Content data analysis
HGSE: Content program evaluation
HGSE: Competencies understand data
HGSE: Content descriptive statistics
HGSE: Competencies make policy recommendations
Blue Course Evaluations ALL
HGSE: Competencies write a policy memo
HGSE: Content statistics
HGSE: Pedagogy peer learning
All: Cross Reg Availability Available for Harvard Cross Registration
Education S059 Section: 01
Quantitative Text Analysis for Education Research
(216484)
Sebastian Munoz-Najar Galvez
2025 Spring (4 Credits)
Schedule:
TR 0900 AM - 1015 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
In this course students will learn quantitative text analysis techniques through applications to real-world
educational data. We will cover tools for processing, clustering, classifying, and modeling the properties of
texts. This course will also be an opportunity to bolster students' statistical computing toolbox in R. By the
end of the course, students will be able to develop a data analysis pipeline starting from a document
collection, through pre-processing, to exploration and modeling.
Permission of instructor required. Prerequisites: S-052 or equivalent coursework required. The equivalent
of one semester of R coding experience or advanced coding experience in another statistical computing
language is strongly recommended. If you have any questions about whether you're ready for the course,
please speak with the instructor.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy research project
HGSE: Content descriptive statistics
HGSE: Content advanced quantitative methods
HGSE: Pedagogy readings
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies create data visualizations
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy problem sets
Course Search Attributes Display Only in Course Search
HGSE: Competencies write a research/analytic paper
HGSE: Competencies code scripts/software
HGSE: Competencies develop research questions
HGSE: Competencies understand data
HGSE: Content data analysis
Education S061
Section: 1
Statistical and Psychometric Methods for Educational Measurement (180870)
Andrew Ho
2025 Spring (4 Credits)
Schedule:
MW 1030 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
35
This is a survey course on quantitative methods for educational measurement. Students will learn and apply techniques
essential for the design and analysis of modern educational and psychological assessments, including reliability,
generalizability theory, validation, differential item functioning, item response theory, scaling, linking, standard setting,
and adjustments for measurement error. Contexts of assessments include small-scale educational and psychological
assessments for targeted research studies as well as large-scale district, state, national, and international assessments for
formative, summative, and evaluative purposes. During the first half of the course, students will learn methods from
readings and lectures and apply methods to complete data analytic assignments. In the second half, methods training
will continue, with greater emphasis on reading and critiquing recent research in educational measurement. For their
final project, students will develop a research proposal that has promise for advancing the field.
Prerequisites: S-052 or at least two semesters of applied statistics that includes estimation of logistic regression and
multilevel models, with software, and in applied contexts. Students who have not passed S-052 must discuss their previous
training with the instructor before or at the first class meeting. This course complements S-043 and S-090, and students may
enroll in these courses in any order. Students who do not meet the prerequisite may enroll instead in S-011, which provides
a nontechnical introduction to educational measurement.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies design a survey instrument
HGSE: Competencies create data visualizations
HGSE: Pedagogy lab sessions
HGSE: Pedagogy problem sets
HGSE: Competencies use quantitative-research software
HGSE: Content student achievement
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HGSE: Pedagogy team-based learning
HGSE: Content statistics
HGSE: Content research methods
HGSE: Content assessment
HGSE: Content descriptive statistics
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content data analysis
HGSE: Content advanced quantitative methods
HGSE: Competencies develop research questions
HGSE: Content testing
HGSE: Content accountability
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy lecture
Course Search Attributes Display Only in Course Search
Education S104 Section: 1
Measuring Classroom Instruction and Student Learning (225005)
Alejandro Ganimian
2025 Spring (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
20
This course trains you to develop and validate measures of classroom instruction and students' academic
and social-emotional learning for monitoring and evaluation purposes. It seeks to provide you with an
approach to: (a) identify the need for measuring a new construct (or for adapting the way in which a
construct is measured); (b) develop a conceptual framework for the aspects to be included in the construct
and the expected levels of performance in each of them; (c) draft items, choose their response format, and
determine how the instrument will be scored; and (d) design and execute a pilot of your instrument to make
adjustments and collect validity evidence. The course is intended for master's and doctoral students
seeking to support organizations' (e.g., schools, non-profits, foundations, governments, and donors) ability
to monitor or evaluate education programs. It draws on both guidance from educational measurement and
innovations in psychology and economics applied to education. It focuses on pre-primary to secondary
education.
This course is structured around five main parts. The first part introduces students to three types of
instruments used to measure instruction and learning (classroom observations, student assessments, and
scales), the leading instruments for each type, and the evidence for their validity and reliability. It will also
present students with publicly available resources for instrument design (e.g., item banks, review papers,
etc.) This part is essential to understand the state of the art in instrument development. The second
through fourth parts offer guidance and opportunities to practice developing each of these types of
instruments. In the fifth and final part, students will be matched with an organization seeking support in
instrument development and, in small groups, draw on what they have learned in this class to develop an
initial draft of an instrument requested by this organization with the instructor's supervision and support.
Learning how to reconcile best practices from research with the needs from a partner organization is a
crucial skill in this space.
Prerequisites: S-040 ("Introduction to Applied Data Analysis") or equivalent.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment XREG Allowed
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
HARVARD UNIVERSITY
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Education S105 Section: 01
Philosophy of Education (180883)
Catherine Elgin
2024 Fall (4 Credits)
Schedule:
M 0830 AM - 1000 AM
W 0900 AM - 1000 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
What is education? What are its goals? Why is education of value? Are these questions that can be settled
once and for all, or do their answers depend on historical and cultural factors? In an effort to answer these
questions, we will study works of philosophers such as Plato, Rousseau, Wollstonecraft, Du Bois,
Washington, and Dewey. Two papers are required.
No prerequisites; no previous work in philosophy is required. Open to any student who wants to think
seriously about the fundamental nature and purposes of education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content ethics
HGSE: Pedagogy peer learning
HGSE: Competencies synthesize readings
HGSE: Content social justice
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies deliver a lesson
HGSE: Competencies analyze arguments
HGSE Cross-Listed Course HGSE Cross-Listed Course
Education S105 Section: S01
Philosophy of Education
(180883)
Catherine Elgin
2024 Fall (4 Credits)
Schedule:
T 0930 AM - 0955 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
What is education? What are its goals? Why is education of value? Are these questions that can be settled
once and for all, or do their answers depend on historical and cultural factors? In an effort to answer these
questions, we will study works of philosophers such as Plato, Rousseau, Wollstonecraft, Du Bois,
Washington, and Dewey. Two papers are required.
No prerequisites; no previous work in philosophy is required. Open to any student who wants to think
seriously about the fundamental nature and purposes of education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content philosophy
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy peer learning
HGSE: Competencies analyze arguments
HGSE: Competencies synthesize readings
Course Search Attributes Display Only in Course Search
HGSE: Competencies write a research/analytic paper
HGSE: Content arts
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HGSE: Competencies deliver a lesson
Education S121 Section: 01
Art and Understanding (180887)
Catherine Elgin
2024 Fall (4 Credits)
Schedule:
T 0830 AM - 1000 AM
Instructor Permissions:
None
Enrollment Cap:
20
*Lottery-based Enrollment* This seminar is a philosophical inquiry into the relationship of the arts to
understanding and education. Art is typically indifferent to literal truth. Works of fiction are literally false.
Works in the nonverbal arts are strictly neither true nor false. Yet people claim that they learn from the arts,
that they see things more clearly and understand them better as a result of our encounters with art. What--if
anything--justifies such claims? Should the study of the arts be integral to education? What might the arts
contribute that other disciplines do not?To answer this question requires investigating nature and
functions of art, the nature and functions of understanding and the roles of education in advancing
understanding. Two papers are required.
Prerequisites: Although no previous experience with philosophy or the arts is required, students should be
interested in thinking deeply about how and why one engages with the arts.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content arts
HGSE: Content philosophy
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy peer learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies analyze arguments
HGSE: Competencies synthesize readings
HGSE: Pedagogy field-based visit(s)
Education S121
Section: S01
Art and Understanding
(180887)
Catherine Elgin
2024 Fall (4 Credits)
Schedule:
T 1000 AM - 1025 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
*Lottery-based Enrollment* This seminar is a philosophical inquiry into the relationship of the arts to
understanding and education. Art is typically indifferent to literal truth. Works of fiction are literally false.
Works in the nonverbal arts are strictly neither true nor false. Yet people claim that they learn from the arts,
that they see things more clearly and understand them better as a result of our encounters with art. What--if
anything--justifies such claims? Should the study of the arts be integral to education? What might the arts
contribute that other disciplines do not?To answer this question requires investigating nature and
functions of art, the nature and functions of understanding and the roles of education in advancing
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understanding. Two papers are required.
Prerequisites: Although no previous experience with philosophy or the arts is required, students should be
interested in thinking deeply about how and why one engages with the arts.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
HGSE: Content arts
HGSE: Competencies synthesize readings
HGSE: Pedagogy field-based visit(s)
HGSE: Content philosophy
HGSE: Pedagogy peer learning
HGSE: Competencies analyze arguments
Education S150 Section: 1
Advancing the Public Understanding of Education: Election Edition (180889)
Joe Blatt
2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
16
*Lottery-Based Enrollment* Popular notions of education are shaped by the words and images that reach
us through the media--the stories, graphic or boring, accurate or misleading, depressing or inspiring, told
in movies and television shows, novels, memoirs, news reports, websites, and blogs. What pictures emerge
from this brew of popular culture and journalism? And what can educators do to promote a richer
appreciation for the purposes and possibilities of education?
This seminar is an investigation into the public understanding of K-12 education, its sources and its
susceptibility to change. Because education is dependent on public funding, and subject to political
control, it is vital for educators to participate in shaping public perceptions.
We will study cases from American media, examine initiatives in other domains such as science and fine
arts, and learn from contrasting international examples. We will then consider how information and
persuasion can change people's understanding. Drawing on cognitive and social psychology research, and
on the empirical experience of professionals, we will identify powerful levers for helping people discover
more sophisticated views of education.
In this special "Election Edition" you will have the opportunity to write the education platforms that major parties
should have adopted for the fall U.S. national election. Then, as a culminating project, you will create an original
communication to enhance public understanding in an area of special interest to you. Your project may take any form
that interests you, such as a newspaper or magazine story, blog, short video, or treatment for a feature film or television
program.
You will learn how to create and critique written and visual accounts; how to design for particular
audiences and objectives; how to make diversity a fundamental component of the communications
process; and how to gauge the impact of public understanding initiatives.
Permission of instructor required. Enrollment is limited to 16, selected by lottery.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
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the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Competencies debate
HGSE: Content advocacy
HGSE: Content motivation
HGSE: Content causal reasoning
HGSE: Pedagogy small-group discussion
HGSE: Competencies make policy recommendations
HGSE: Competencies examine trends
HGSE: Content psychology
HGSE: Content civic engagement
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies conduct an interview
HGSE: Competencies write an op-ed
HGSE: Content decision-making
HGSE: Content innovation
HGSE: Pedagogy discussion sections
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies analyze qualitative data
HGSE: Competencies synthesize readings
HGSE: Content values
HGSE: Content community
HGSE: Content philosophy
HGSE: Content media
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy design thinking
HGSE: Competencies write a literature review
HGSE: Competencies analyze arguments
HGSE: Competencies democracy
HGSE: Content arts
HGSE: Limited Enrollment XREG Allowed
HGSE: Content informal learning
HGSE: Pedagogy research project
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy readings
Education S150 Section: S01
Advancing the Public Understanding of Education: Election Edition (180889)
Joe Blatt
2024 Fall (4 Credits)
Schedule:
T 0230 PM - 0255 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-Based Enrollment* Popular notions of education are shaped by the words and images that reach
us through the media--the stories, graphic or boring, accurate or misleading, depressing or inspiring, told
in movies and television shows, novels, memoirs, news reports, websites, and blogs. What pictures emerge
from this brew of popular culture and journalism? And what can educators do to promote a richer
appreciation for the purposes and possibilities of education?
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This seminar is an investigation into the public understanding of K-12 education, its sources and its
susceptibility to change. Because education is dependent on public funding, and subject to political
control, it is vital for educators to participate in shaping public perceptions.
We will study cases from American media, examine initiatives in other domains such as science and fine
arts, and learn from contrasting international examples. We will then consider how information and
persuasion can change people's understanding. Drawing on cognitive and social psychology research, and
on the empirical experience of professionals, we will identify powerful levers for helping people discover
more sophisticated views of education.
In this special "Election Edition" you will have the opportunity to write the education platforms that major parties
should have adopted for the fall U.S. national election. Then, as a culminating project, you will create an original
communication to enhance public understanding in an area of special interest to you. Your project may take any form
that interests you, such as a newspaper or magazine story, blog, short video, or treatment for a feature film or television
program.
You will learn how to create and critique written and visual accounts; how to design for particular
audiences and objectives; how to make diversity a fundamental component of the communications
process; and how to gauge the impact of public understanding initiatives.
Permission of instructor required. Enrollment is limited to 16, selected by lottery.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Competencies democracy
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze arguments
HGSE: Pedagogy research project
HGSE: Pedagogy discussion sections
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies analyze qualitative data
HGSE: Content psychology
HGSE: Content motivation
HGSE: Content informal learning
HGSE: Content innovation
HGSE: Pedagogy small-group discussion
HGSE: Competencies make policy recommendations
HGSE: Pedagogy readings
HGSE: Content civic engagement
HGSE: Content values
HGSE: Competencies debate
HGSE: Competencies conduct an interview
HGSE: Content arts
HGSE: Content decision-making
HGSE: Pedagogy multimedia projects
Course Search Attributes Display Only in Course Search
HGSE: Competencies write an op-ed
HGSE: Competencies synthesize readings
HGSE: Content advocacy
HGSE: Content causal reasoning
HGSE: Content philosophy
HGSE: Competencies make a presentation
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies examine trends
HGSE: Competencies write a literature review
HGSE: Content community
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HGSE: Content media
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy design thinking
Education S204 Section: 1
Behind the Numbers: Engaging with Quantitative Data in Global Education (224724)
Abhinav Ghosh
2025 Spring (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
In today's global education landscape, quantitative data plays a pivotal role in research, practice, and
policy. This six-week module provides a deeper engagement with such data through an exploration of its
social, cultural, and political dimensions. What potent possibilities do quantitative tools and data offer in
education? How does data in education challenge or exacerbate systemic inequities? How might statistics
often conceal their underlying assumptions and biases? How can we ethically use or reimagine quantitative
data to promote social justice? By grappling with these questions and other similar tensions, this module
explores the ways in which such data both mirrors and molds our world. Each week, we will look at
quantitative data through a new lens, engage with diverse perspectives on it, and apply our learnings to
dissect example cases such as the 'global learning crisis', the 'achievement gap', or the 'pandemic learning
loss'. This module will support learners in developing their critical data literacy as well as provide them
with a toolkit to analyze the usage of numbers, statistics, and measurement in their own areas of interest.
Course readings will include an eclectic combination of conceptual and empirical papers, non-academic
writings, and media articles from various contexts around the globe. This module would be of interest to
learners with both quantitative and qualitative inclinations – particularly researchers interested in nuanced
data interpretations and social justice issues, practitioners aspiring for using data responsibly, as well as
policy enthusiasts striving for better data-driven decisions.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies debate
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies understand data
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content social contexts
HGSE: Content global/international context
HGSE: Content critical theory
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
HGSE: Content politics
HGSE: Content data analysis
HGSE: Content social justice
Course Search Attributes Display Only in Course Search
HGSE: Content statistics
HGSE: Content culture
HGSE: Pedagogy readings
HGSE: Competencies write a research/analytic paper
HGSE: Competencies synthesize readings
HGSE: Content qualitative research
Education S290 Section: 1
Applied Causal Inference in Education Research
(180895)
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Eric Taylor
2025 Spring (4 Credits)
Schedule:
M 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The focus of this seminar is applied econometric methods for answering causal questions. The course is
organized around several common strategies in applied causal inference: experiments, difference-in-
differences, event studies, regression discontinuity, instrumental variables, conditional independence
arguments, etc. The primary goal of the course is to develop skills for producing academic papers with
convincing causal claims. The convincingness of a causal claim depends on several inputs which will be
themes of the course: statistical methods, social science theory, institutional details, logical reasoning,
good writing, etc.
Enrollment is limited to Ph.D. students except by permission of instructor. Because the final project for this
course requires original data analysis, students are asked to contact the instructor prior to the beginning of
the spring semester to discuss the data they will use for their final project.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
HGSE: Content research methods
Education S305 Section: 01
Slow Looking: The Art and Practice of Learning through Observation (180904)
Christina Smiraglia
2025 Spring (2 Credits)
Schedule:
MTWRF 1200 PM - 0300 PM
Instructor Permissions:
Instructor
Enrollment Cap:
20
Slow looking involves taking the time to carefully observe more than is initially apparent. It happens
anywhere people take a generous amount of time to explore the world closely—in museums, in classrooms,
in laboratories, and in everyday experience. Slow looking involves the capacity to observe details, to defer
interpretation, to make careful discernments, to shift between different perspectives, to be aware of
subjectivity, and to purposefully use a variety of strategies to move past first impressions. This course
explores slow looking as a unique mode of learning. Through the course text, discussions, immersive
experiences, and local site visits, students will explore such questions as: What is slow looking and how
does it compare to other forms of learning? What are its distinctive outcomes, and how can they be
recognized, encouraged, and documented? Much of the course involves visual observation, and we
acknowledge that the term 'slow looking' uses the vernacular of the visual. However, observation occurs
through all the senses, and the course aims to honor the multisensory possibilities of observational
learning.
Enrollment is limited to 20 given the physical capacity of the site visits. Students across the University from
all disciplines and backgrounds are encouraged to apply. Auditing is not permitted given the experiential
and collaborative nature of the class. To apply, please submit a course petition in my.harvard.edu,
including a brief description of your relevant background and interest/s in the course petition comment
area.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content out-of-school time
HGSE: Pedagogy experiential learning
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HGSE: Content learning and teaching
HGSE: Content informal learning
HGSE: Pedagogy team-based learning
HGSE: Content pedagogy
HGSE: Pedagogy peer learning
HGSE: Competencies design a lesson
HGSE: Pedagogy curriculum-design project
HGSE: Content museums
HGSE: Pedagogy field-based visit(s)
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Content arts
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy project-based learning
Education S311 Section: 01
Contemporary Art in Early Childhood (220693)
Louisa Penfold
2024 Fall (4 Credits)
Schedule:
M 0430 PM - 0545 PM
T 0200 PM - 0400 PM
Instructor Permissions:
None
Enrollment Cap:
27
*Lottery-Based Enrollment* This course examines the potential of modern and contemporary art in young children's
learning today. We will explore the history of visual art in childhood theories including Froebel, Montessori, Reggio
Emilia, as well as its positioning in public school education curriculum in the United States. How is creativity defined,
and why is it important in education? How can the experimental practices of contemporary artists and designers be
used to actively support children's learning? How can we evaluate children's learning through art? How can we
challenge the euro-centric canon of art history to position diverse contemporary artists as central in education? Each
week we will engage in a 1 hour 15 minute theoretical workshop in which we will discuss, debate, and reflect on
education theories outlined in the readings and make connections with the overarching course questions. You will then
participate in a 2-hour studio workshop in which you will learn about contemporary artists, experiment with art
materials, and explore 'pedagogical curation' - a strategy that can be used to design learning environments that connect
contemporary art practices and children's play. This strategy includes practical steps for sourcing materials,
researching artists, and scaffolding learning through the selection of materials, tools, vocabulary, and
techniques. Through group discussions, readings, art museum visits, and hands-on making, students will gain a rigorous
understanding of innovative theories and practices for integrating contemporary art into early childhood education.
The course also features guest presentations from artists, curators, and early childhood experts who will share case
studies from the field. This course is ideal for graduate students studying the Early Childhood and Arts and Learning
concentrations. Enrollment is limited to 27 students.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies design a lesson
HGSE: Content museums
HGSE: Pedagogy curriculum-design project
All: Cross Reg Availability Available for Harvard Cross Registration
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HGSE: Competencies deliver a lesson
HGSE: Content early childhood
HGSE: Pedagogy project-based learning
HGSE: Pedagogy design thinking
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy experiential learning
HGSE: Content classroom instruction
HGSE: Pedagogy field-based project
HGSE: Content arts
HGSE: Content pedagogy
HGSE: Content learning and teaching
HGSE: Content informal learning
HGSE: Pedagogy reflective writing
HGSE: Limited Enrollment XREG Allowed
Education S311 Section: S01
Contemporary Art in Early Childhood (220693)
Louisa Penfold
2024 Fall (4 Credits)
Schedule:
T 0930 AM - 0955 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-Based Enrollment* This course examines the potential of modern and contemporary art in young children's
learning today. We will explore the history of visual art in childhood theories including Froebel, Montessori, Reggio
Emilia, as well as its positioning in public school education curriculum in the United States. How is creativity defined,
and why is it important in education? How can the experimental practices of contemporary artists and designers be
used to actively support children's learning? How can we evaluate children's learning through art? How can we
challenge the euro-centric canon of art history to position diverse contemporary artists as central in education? Each
week we will engage in a 1 hour 15 minute theoretical workshop in which we will discuss, debate, and reflect on
education theories outlined in the readings and make connections with the overarching course questions. You will then
participate in a 2-hour studio workshop in which you will learn about contemporary artists, experiment with art
materials, and explore 'pedagogical curation' - a strategy that can be used to design learning environments that connect
contemporary art practices and children's play. This strategy includes practical steps for sourcing materials,
researching artists, and scaffolding learning through the selection of materials, tools, vocabulary, and
techniques. Through group discussions, readings, art museum visits, and hands-on making, students will gain a rigorous
understanding of innovative theories and practices for integrating contemporary art into early childhood education.
The course also features guest presentations from artists, curators, and early childhood experts who will share case
studies from the field. This course is ideal for graduate students studying the Early Childhood and Arts and Learning
concentrations. Enrollment is limited to 27 students.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies deliver a lesson
HGSE: Content informal learning
HGSE: Content museums
HGSE: Pedagogy design thinking
HGSE: Content early childhood
HGSE: Content classroom instruction
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies design a lesson
HGSE: Content arts
HGSE: Pedagogy field-based project
HGSE: Pedagogy lab sessions
HGSE: Pedagogy experiential learning
HGSE: Content pedagogy
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Course Search Attributes Display Only in Course Search
HGSE: Content learning and teaching
HGSE: Pedagogy project-based learning
Education S312 Section: 1
Practices in Community and Public Art (223869)
Raquel Jimenez
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0715 PM
F 1030 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
25
Arts education has a vital role to play in fulfilling the full promise of education in a pluralistic democracy.
Through the arts, we engage in symbolic practices that help us make sense of our experiences, build
community connections, and begin to imagine and enact collective futures.
Students in this course will build upon these propositions to establish HGSE's Public and Community Art
Commission, a student organization responsible for leading participatory arts experiences at HGSE. This
year, HGSE's Public and Community Art Commission will partner with the Harvard Art Museums to 1)
design community artmaking workshops in connection with the Museum's Art and Identity in a Global
Nation exhibit, 2) curate a satellite exhibit at HGSE, and 3) investigate the role of the arts in challenging
xenophobic notions of national identity. To support these activities, students will draw on the theoretical
foundations of art and culture to foster dialogue across lines of difference and will gain familiarity with a
broad range of arts organizing tasks—from learning design and community engagement to documentation
and exhibit planning. Ultimately, this course is intended to equip students with deepened understandings
about how arts practices can support the holistic aims of education and with hands-on leadership and
learning design experience.
Note: This class is a required pre-requisite for S375: Arts and Cultural Organizing Intensive in San Juan,
Puerto Rico. To enroll in this course, you must submit an application. No prior arts experience is necessary
to join this course, but enrollment will be capped at 25.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content arts
HGSE: Content partnerships
HGSE: Content career development
HGSE: Content museums
HGSE: Competencies E&O Electives
HGSE: Pedagogy project-based learning
HGSE: Competencies practice equity and inclusion
HGSE: Competencies build partnership
HGSE: Competencies facilitate group process
HGSE: Content identity
HGSE: Pedagogy experiential learning
HGSE: Content community
HGSE: Content instructional design
HGSE: Pedagogy field-based project
HGSE: Competencies think strategically
HGSE: Content strategic planning
HGSE: Pedagogy team-based learning
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Education S370 Section: 1
Transformative Leadership in Arts & Learning (223014)
Marian Brown
2025 Spring (2 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course examines systems leadership and collective action in creating and sustaining equitable [arts]
leadership praxis. We will explore core facets of cultural equity, creative justice, emergent strategy,
systems leadership and collective action, applying them to historical and present ideologies and definitions
of leadership. Learners will examine their taught and embodied definitions of leadership through an
intersectional and social justice lens, working towards both collective and personal definitions that apply to
their life and work.
Guiding questions include: Who has traditionally defined what a "leader" is and looks like? What does
leadership mean to me? Where are these beliefs and definitions rooted? What can we learn from collective
(and collectivist) leadership models? How does leadership inform justice and equity? What aspects of
leadership do I want to learn, stretch and grow into?
Through group discussions, readings, and visits to local arts and culture organizations, students will gain a
rigorous understanding of innovative theories and practices in equitable leadership, and arts management,
at large. The course will also feature local arts and culture sector leadership, as well as independent artists,
sharing from the field. This course is ideal for graduate students who are currently, or aspire to be, [arts
and culture] leaders.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content nonprofits
HGSE: Pedagogy peer learning
HGSE: Pedagogy experiential learning
HGSE: Content career development
HGSE: Content diversity equity inclusion
HGSE: Competencies practice equity and inclusion
HGSE: Pedagogy field-based learning
HGSE: Competencies E&O Electives
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
HGSE: Pedagogy team-based learning
HGSE: Content arts
HGSE: Content critical theory
HGSE: Content leadership
HGSE: Competencies leadership
HGSE: Content community
HGSE: Content accountability
All: Cross Reg Availability Available for Harvard Cross Registration
Education S375
Section: 1
Arts and Cultural Organizing Intensive in San Juan, Puerto Rico (224911)
Raquel Jimenez
2025 Spring (2 Credits)
Schedule:
MTWRF 0100 PM - 0400 PM
Instructor Permissions:
Instructor
Enrollment Cap:
10
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The arts play a crucial role in advancing struggles for social change in settings across the globe. Through
the arts, people create self-determined stories and visions of public life, forge solidarities across lines of
difference, and learn to organize new publics. This course will provide students with an opportunity to
deepen their understandings of the role of the arts in fueling movements for freedom and self-
determination through a cultural organizing intensive in San Juan, Puerto Rico. Students in this course will
draw on practices in community and public art to engage with artists and educators in Puerto Rico and will
co-develop a community engagement project with cultural partners in Puerto Rico. In the process, students
will learn about the history and culture of Puerto Rico and will gain valuable insight into how collaborative
arts education practices can be organized to support struggles for social change.
Please note: Enrollment for this course is limited to ten students. Students interested in taking this course
must successfully complete S312. Instructor permission is required to enroll.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content arts
HGSE: Content culture
HGSE: Competencies write an op-ed
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
HGSE: Content civic engagement
Education S417 Section: 1
Social Relationships and Networks in School Organizations
(180243)
Ebony Bridwell-Mitchell
2025 Spring (4 Credits)
Schedule:
MTWRF 1000 AM - 0400 PM
Instructor Permissions:
Instructor
Enrollment Cap:
24
Schools, like all organizations, are social systems. This means successful school outcomes cannot be
achieved by simply having the right policies, programs, and routines. Social relationships also matter for
school outcomes. This course uses the conceptual, analytical, and technical tools of social network
analysis to help students think more systematically about how social relationships in schools matter. By
the end of the course students will be able to answer questions such as: How does the strength of
teachers' relationships to one another affect their instructional practice? Why do different kinds of social
relationships evolve in different contexts? How do the features of a school's social network affect policy
implementation, advice seeking, and social capital? How can the dynamics of social relationships and
networks be leveraged to better design and evaluate effective reform policies? As part of the course,
students will be introduced to the social network software UCINET and will apply their knowledge to
identify ways to improve schools at the building, system, or sector level.
Permission of instructor required. Enrollment is limited to 24. Enrollment procedure will be posted on the
course website.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content research methods
HARVARD UNIVERSITY
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Education S501Y Section: 01
Researching in Community: Intergenerational Participatory Action Research for Educational Justice (180926)
Gretchen Brion-Meisels
2024 Fall (4 Credits)
Schedule:
R 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Critical participatory action research (CPAR) is a form of critical, collective inquiry that provides youth and
adults with opportunities to identify concerns that impact their lives, to gather and analyze data about these
issues, and to take collective action to create more just communities. Described by Michele Fine & María
Elena Torre (2019) as, "research rooted in politics, power, participation, and a deep appreciation of
knowledge, created in conditions of oppression and mobilized for social action," CPAR projects are rooted
in the teachings of popular education, democratic participation, and critical/feminist theories. Coming
together around a common concern, CPAR researchers strive to name and explore the different ways in
which positionality, context, and power impact their findings. There is a growing body of evidence that
schools, community-based organizations, educators, and adolescents themselves are nurtured by benefit
from this form of inquiry.
This course will provide students with an introduction to CPAR in school and community settings by
immersing students in the process itself. We will begin by looking at theoretical and empirical arguments
about the importance of critical, collective, intergenerational inquiry, as well as different frameworks for
engaging in this work. We will then explore three broad contexts in which intergenerational collective
inquiry often occurs: (1) school-based reform initiatives; (2) arts-based social justice initiatives; and (3)
community-based intergenerational organizing. Finally, we will engage in the CPAR process, partnering
with community-based folx to design and implement a critically oriented research study.
S501Y must be taken along with S502Y as an 8-credit, yearlong course. All students will partner with a
group of young people in a school or community-based organization to complete a critical participatory
action research project. This class prioritizes rigorous self-reflection as a pedagogical practice; students
should expect to explore their own identities and ways of knowing both individually and in community.
Similarly, this course centers on critically oriented, community-based research methods; students should
be interested in explicitly engaging a power analysis in their work.
Permission of instructor required. Enrollment is limited to 30. Students enrolled at HGSE given preference.
All interested students should attend course previews and/or contact the instructor to obtain an application
for the course. The application will ask you to share information about your prior work with
children/adolescents (e.g. teaching/youthwork) and your prior experience with research (although research
experience is not required). It will also ask you to reflect on prior cross-cultural experiences and the ways
in which your own identity may impact your work in communities. (All students who apply to take the
course will be notified about their enrollment status 24 hours after the application deadline.)
Students who enroll in the course will be expected to engage in a yearlong research project in collaboration
with community- or school-based youth and/or adult partners who are interested in studying an aspect of
equity/inequity within their community. This work will require local travel to school or community sites.
Projects will be pre-identified (by the teaching team) and community-based partners will become semi-
regular members of our classroom community.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Competencies E&O Electives
HGSE: Content critical theory
HGSE: Pedagogy lecture
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
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Full Year Course Indivisible Course
HGSE: Content relationships
HGSE: Content community
HGSE: Competencies analyze arguments
HGSE: Content social justice
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy team-based learning
HGSE: Content civic engagement
HGSE: Content diversity equity inclusion
HGSE: Competencies analyze qualitative data
HGSE: Competencies build partnership
HGSE: Competencies facilitate group process
HGSE: Content culture
HGSE: Pedagogy peer learning
HGSE: Competencies practice equity and inclusion
HGSE: Content action research
HGSE: Content research methods
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies create data visualizations
HGSE: Competencies collect qualitative data
HGSE: Competencies develop research questions
HGSE: Content qualitative research
HGSE: Content risk prevention/intervention
HGSE: Content identity
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy field-based project
Education S501Y Section: S01
Researching in Community: Intergenerational Participatory Action Research for Educational Justice
(180926)
Gretchen Brion-Meisels
2024 Fall (4 Credits)
Schedule:
T 0400 PM - 0425 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
Critical participatory action research (CPAR) is a form of critical, collective inquiry that provides youth and
adults with opportunities to identify concerns that impact their lives, to gather and analyze data about these
issues, and to take collective action to create more just communities. Described by Michele Fine & María
Elena Torre (2019) as, "research rooted in politics, power, participation, and a deep appreciation of
knowledge, created in conditions of oppression and mobilized for social action," CPAR projects are rooted
in the teachings of popular education, democratic participation, and critical/feminist theories. Coming
together around a common concern, CPAR researchers strive to name and explore the different ways in
which positionality, context, and power impact their findings. There is a growing body of evidence that
schools, community-based organizations, educators, and adolescents themselves are nurtured by benefit
from this form of inquiry.
This course will provide students with an introduction to CPAR in school and community settings by
immersing students in the process itself. We will begin by looking at theoretical and empirical arguments
about the importance of critical, collective, intergenerational inquiry, as well as different frameworks for
engaging in this work. We will then explore three broad contexts in which intergenerational collective
inquiry often occurs: (1) school-based reform initiatives; (2) arts-based social justice initiatives; and (3)
community-based intergenerational organizing. Finally, we will engage in the CPAR process, partnering
with community-based folx to design and implement a critically oriented research study.
S501Y must be taken along with S502Y as an 8-credit, yearlong course. All students will partner with a
group of young people in a school or community-based organization to complete a critical participatory
action research project. This class prioritizes rigorous self-reflection as a pedagogical practice; students
HARVARD UNIVERSITY
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should expect to explore their own identities and ways of knowing both individually and in community.
Similarly, this course centers on critically oriented, community-based research methods; students should
be interested in explicitly engaging a power analysis in their work.
Permission of instructor required. Enrollment is limited to 30. Students enrolled at HGSE given preference.
All interested students should attend course previews and/or contact the instructor to obtain an application
for the course. The application will ask you to share information about your prior work with
children/adolescents (e.g. teaching/youthwork) and your prior experience with research (although research
experience is not required). It will also ask you to reflect on prior cross-cultural experiences and the ways
in which your own identity may impact your work in communities. (All students who apply to take the
course will be notified about their enrollment status 24 hours after the application deadline.)
Students who enroll in the course will be expected to engage in a yearlong research project in collaboration
with community- or school-based youth and/or adult partners who are interested in studying an aspect of
equity/inequity within their community. This work will require local travel to school or community sites.
Projects will be pre-identified (by the teaching team) and community-based partners will become semi-
regular members of our classroom community.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content risk prevention/intervention
HGSE: Competencies analyze qualitative data
HGSE: Content social justice
HGSE: Content community
HGSE: Content identity
HGSE: Competencies practice equity and inclusion
HGSE: Content qualitative research
HGSE: Content civic engagement
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Competencies engage in difficult conversations
HGSE: Competencies create data visualizations
HGSE: Competencies facilitate group process
HGSE: Content action research
HGSE: Content critical theory
HGSE: Content diversity equity inclusion
HGSE: Pedagogy reflective writing
HGSE: Competencies build partnership
HGSE: Pedagogy peer learning
HGSE: Content research methods
HGSE: Pedagogy field-based project
HGSE: Pedagogy lecture
HGSE: Pedagogy experiential learning
HGSE: Competencies analyze arguments
HGSE: Content relationships
HGSE: Competencies develop research questions
HGSE: Competencies collect qualitative data
HGSE: Content culture
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy team-based learning
Course Search Attributes Display Only in Course Search
Education S502Y Section: 01
Researching in Community: Intergenerational Participatory Action Research for Educational Justice (216676)
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Gretchen Brion-Meisels
2025 Spring (4 Credits)
Schedule:
R 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Critical participatory action research (CPAR) is a form of critical, collective inquiry that provides youth and
adults with opportunities to identify concerns that impact their lives, to gather and analyze data about these
issues, and to take collective action to create more just communities. Described by Michele Fine & Maria
Torre (2019) as, "research rooted in politics, power, participation, and a deep appreciation of knowledge,
created in conditions of oppression and mobilized for social action," CPAR projects are rooted in the
teachings of popular education, democratic participation, and critical/feminist theories. Coming together
around a common concern, CPAR researchers strive to name and explore the different ways in which
positionality, context, and power impact their findings. There is a growing body of evidence that schools,
community-based organizations, educators, and adolescents themselves are nurtured by benefit from this
form of inquiry.
This course will provide students with an introduction to CPAR in school and community settings by
immersing students in the process itself. We will begin by looking at theoretical and empirical arguments
about the importance of critical, collective, intergenerational inquiry, as well as different frameworks for
engaging in this work. We will then explore three broad contexts in which intergenerational collective
inquiry often occurs: (1) school-based reform initiatives; (2) arts-based social justice initiatives; and (3)
community-based intergenerational organizing. Finally, we will engage in the CPAR process, partnering
with community-based folx to design and implement a critically oriented research study.
S501Y and S502Y must be taken together as an 8-credit, yearlong course. All students will partner with a
community-based organization or group of community members to complete a critical participatory action
research project. This class prioritizes rigorous self-reflection as a pedagogical practice; students should
expect to explore their own identities and ways of knowing both individually and in community. Similarly,
this course centers on critically oriented, community-based research methods; students should be
interested in explicitly engaging a power analysis in their work.
Permission of instructor required. Students may not enroll in S502 unless they have completed S501 during
the fall semester.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content critical theory
Blue Course Evaluations ALL
HGSE: Competencies facilitate group process
HGSE: Content research methods
HGSE: Content diversity equity inclusion
HGSE: Pedagogy field-based project
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Competencies engage in difficult conversations
HGSE: Competencies create data visualizations
HGSE: Competencies collect qualitative data
HGSE: Content qualitative research
HGSE: Content identity
HGSE: Pedagogy experiential learning
HGSE: Competencies analyze arguments
HGSE: Content action research
HGSE: Content relationships
HGSE: Content social justice
HGSE: Content community
HGSE: Pedagogy peer learning
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HGSE: Competencies analyze qualitative data
HGSE: Competencies build partnership
HGSE: Content civic engagement
HGSE: Content culture
Course Search Attributes Display Only in Course Search
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
Full Year Course Indivisible Course
Education S504 Section: 01
Introduction to Qualitative Research
(180927)
Irene Liefshitz
2024 Fall (4 Credits)
Schedule:
T 1200 PM - 0245 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This introductory course supports doctoral students in gaining experience and familiarity with the
foundational theories and implementation of research methods characteristic of qualitative research.
Students explore the basic mechanics of qualitative research, as well as ways in which forms of qualitative
research are fundamentally grounded in theories of knowledge, theories of the social world, and traditions
of practice. Emphasis is placed on the conceptual and empirical decisions underlying various iterative and
interacting facets of qualitative inquiry such as: articulating a researchable problem, the development of
research questions, collecting/ analyzing data, creating data analytic techniques, analyzing data,
considering threats to validity, and communicating findings in professional genres of scholarship.
Throughout the course, we will pay attention to the ongoing ethical decisions and relationships that
qualitative researchers engage as they conceptualize, design, and conduct research.
Permission of instructor required. Enrollment is limited to first-year Ph.D. students.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy discussion sections
HGSE: Competencies analyze qualitative data
HGSE: Content research methods
HGSE: Pedagogy peer learning
HGSE: Pedagogy reflective writing
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content culture
HGSE: Content identity
HGSE: Pedagogy research project
HGSE: Content qualitative research
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies make a presentation
HGSE: Competencies develop research questions
HGSE: Competencies write a research proposal
HGSE: Competencies conduct an interview
HGSE: Competencies collect qualitative data
HGSE: Content research ethics
Education S507
Section: 1
Interviewing in Qualitative Research (180929)
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Sarah Dryden-Peterson
2025 Spring (4 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course explores qualitative interviewing as a research strategy and as a practice. The focus of the
course is on learning the craft of interviewing. This course is apprenticeship-based, designed so that
students can situate their own qualitative interviewing experiences in the context of readings and
discussions that critically engage theoretical and methodological issues and debates. Students will engage
in the mentored practice of interviewing through a research project set in a common research site.
Interviewing can be thought of as a conversation in relationship, an inherently interpersonal and social
enterprise. Students will build relationships with research participants that span from initiating the research
to collecting data to discussing analyses to reporting on findings. We will discuss ethical issues in
qualitative research and consider how researcher positionality, identity, and power between the researcher
and participants influence research processes. Students will have the opportunity to develop their own
personal approach to interviewing in the context of a democratic learning community, where we support
each other's development as researchers.
Permission of instructor required. Enrollment is limited. HGSE Ph.D. students given preference. Course
may only be taken on a Satisfactory/No Credit basis.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy research project
HGSE: Content research methods
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education S510F Section: 1
Qualitative Research Methods in Practice (205892)
Liz Duraisingh
2024 Fall (2 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
What does the process of conducting qualitative research look like? How can qualitative research tools and
approaches be incorporated into everyday practice? How does one craft research questions, collect and
analyze data, and make appropriate claims about findings? This introductory module is designed for those
who are interested in incorporating qualitative research techniques or dispositions into their work as
practitioners, as well as for students considering future careers in research. It does not presuppose prior
experience or familiarity with qualitative research methods. The module follows a workshop-style format
and involves working in small groups.
No prerequisites.
Class Notes: This course meets on alternate Thursdays through out the semester
and does not clash with T422, which is taught by the same instructor.
The sessions for this class will be held on Sept 5, Sept 19, Oct 3, Oct
17, Oct 31, Nov 14, and Dec 5 (the final session is a shorter session for
final presentations).
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
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HGSE: Pedagogy peer learning
HGSE: Competencies conduct an interview
HGSE: Competencies collect qualitative data
HGSE: Content research ethics
HGSE: Pedagogy research project
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze qualitative data
HGSE: Content ethics
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Content qualitative research
HGSE: Content data analysis
HGSE: Content research methods
HGSE: Competencies develop research questions
Education S510F Section: S01
Qualitative Research Methods in Practice (205892)
Liz Duraisingh
2024 Fall (2 Credits)
Schedule:
T 1000 AM - 1025 AM
Instructor Permissions:
None
Enrollment Cap:
30
What does the process of conducting qualitative research look like? How can qualitative research tools and
approaches be incorporated into everyday practice? How does one craft research questions, collect and
analyze data, and make appropriate claims about findings? This introductory module is designed for those
who are interested in incorporating qualitative research techniques or dispositions into their work as
practitioners, as well as for students considering future careers in research. It does not presuppose prior
experience or familiarity with qualitative research methods. The module follows a workshop-style format
and involves working in small groups.
No prerequisites.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content qualitative research
HGSE: Content research methods
HGSE: Pedagogy peer learning
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
Course Search Attributes Display Only in Course Search
HGSE: Competencies conduct an interview
HGSE: Competencies develop research questions
HGSE: Competencies collect qualitative data
HGSE: Pedagogy lecture
HGSE: Pedagogy experiential learning
HGSE: Competencies collaborate
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze qualitative data
HGSE: Content research ethics
HGSE: Content data analysis
HGSE: Content ethics
HGSE: Pedagogy research project
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Education S513 Section: 1
Introduction to Qualitative Program and Policy Evaluation (205528)
Lynne Sacks
2025 Spring (4 Credits)
Schedule:
M 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Why is an intervention that was successful in a pilot program faltering in the broader rollout? What are the
enablers of and barriers to implementing a new statewide policy? How do students and teachers perceive
the effectiveness of a targeted education program? How can we ensure the voices and lived experiences of
those whom a program serves are reflected in evaluation? Qualitative research, either as a sole
methodology or in tandem with quantitative research, often plays a central role in education program
evaluation and policy development. While quantitative research can show whether there is a relationship
between programs and outcomes, it cannot answer why or how, or offer insight into the process of
implementation. This course will provide students with a comprehensive introduction to qualitative
program and policy evaluation and is appropriate both for consumers and producers of research. Class
time will include a mix of discussion, group activities and short lectures. A key element of the course will
be a group research project conducted in partnership with an organization or government agency.
No prerequisites. No prior experience with qualitative research required. Both master's and doctoral
students are welcome to take this course as well as students at other Harvard graduate schools.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies use qualitative-research software
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education S515 Section: 01
Emancipatory Inquiry: Listening, Learning, and Acting for Social Change
(205604)
Aaliyah El-Amin
2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
19
Throughout history, individuals, scholars, social justice movements, and social justice organizations have
leveraged disciplined inquiry or research to highlight untold stories, illuminate goodness, expose systems
of power and colonialism, and offer pathways to greater justice and freedom. Yet, we often do not provide
educators or doctoral students with research methodology training oriented to these aims, even though
research frameworks that prioritize justice-based action are particularly critical in our current global
context. Nor do we offer educators in the field or doctoral students with research methodology training
beyond those traditionally accepted in the Western Canon.
Grounded in Critical Theory, with an emphasis on feminist theory, queer theory, disability theory, Black
Crit, and decolonial theory, this survey course aims to introduce all educators (teaching artists,
teachers, school leaders, counselors, and educators working in non-profit organizations) and doctoral
students to a strand of qualitative research approaches that fall under the broad umbrella of emancipatory
research. These collective ways of exploring questions and gathering knowledge seek to explicitly address
power, inequalities, and injustice and prioritize the human interactions in research-based inquiry. Overall,
emancipatory research approaches ask: How do we engage in research in ways that center relationships,
elevate agency, and considers power dynamics? How are we attentive to who and what is
included/excluded in research? How do we expand what is considered knowledge and who generates it?
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Finally, emancipatory research approaches seek to ensure that any information gathered is used to
advance a more just society. Through practice-based and exploratory model, this course will cover the
following methodologies: arts-based inquiry, narrative inquiry/storytelling, walking methodologies, and
critical community-based/participatory action research. Ultimately, this course seeks to overview the
theoretical foundations and practical steps of emancipatory research approaches to knowledge creation
and knowledge sharing. As a final project, students will either complete an original inquiry project
investigating a justice-oriented question rooted using the philosophies or methods of the course or write a
proposal for an inquiry project they hope to complete in the future.
Permission of instructor and application required. Enrollment is limited to 19. The enrollment procedure will
be posted on the course website.This course fulfills the E&O elective course requirement.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Competencies collaborate
HGSE: Competencies analyze qualitative data
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Content action research
HGSE: Content critical theory
HGSE: Content qualitative research
HGSE: Pedagogy research project
HGSE: Pedagogy small-group discussion
HGSE: Content diversity equity inclusion
HGSE: Pedagogy project-based learning
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Content teachers
HGSE: Content research methods
HGSE: Pedagogy experiential learning
HGSE: Competencies conduct an interview
HGSE: Competencies E&O Electives
HGSE: Content social justice
HGSE: Pedagogy reflective writing
Education S515 Section: S01
Emancipatory Inquiry: Listening, Learning, and Acting for Social Change
(205604)
Aaliyah El-Amin
2024 Fall (4 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Throughout history, individuals, scholars, social justice movements, and social justice organizations have
leveraged disciplined inquiry or research to highlight untold stories, illuminate goodness, expose systems
of power and colonialism, and offer pathways to greater justice and freedom. Yet, we often do not provide
educators or doctoral students with research methodology training oriented to these aims, even though
research frameworks that prioritize justice-based action are particularly critical in our current global
context. Nor do we offer educators in the field or doctoral students with research methodology training
beyond those traditionally accepted in the Western Canon.
Grounded in Critical Theory, with an emphasis on feminist theory, queer theory, disability theory, Black
Crit, and decolonial theory, this survey course aims to introduce all educators (teaching artists,
teachers, school leaders, counselors, and educators working in non-profit organizations) and doctoral
students to a strand of qualitative research approaches that fall under the broad umbrella of emancipatory
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
research. These collective ways of exploring questions and gathering knowledge seek to explicitly address
power, inequalities, and injustice and prioritize the human interactions in research-based inquiry. Overall,
emancipatory research approaches ask: How do we engage in research in ways that center relationships,
elevate agency, and considers power dynamics? How are we attentive to who and what is
included/excluded in research? How do we expand what is considered knowledge and who generates it?
Finally, emancipatory research approaches seek to ensure that any information gathered is used to
advance a more just society. Through practice-based and exploratory model, this course will cover the
following methodologies: arts-based inquiry, narrative inquiry/storytelling, walking methodologies, and
critical community-based/participatory action research. Ultimately, this course seeks to overview the
theoretical foundations and practical steps of emancipatory research approaches to knowledge creation
and knowledge sharing. As a final project, students will either complete an original inquiry project
investigating a justice-oriented question rooted using the philosophies or methods of the course or write a
proposal for an inquiry project they hope to complete in the future.
Permission of instructor and application required. Enrollment is limited to 19. The enrollment procedure will
be posted on the course website.This course fulfills the E&O elective course requirement.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Competencies analyze qualitative data
HGSE: Pedagogy project-based learning
HGSE: Content critical theory
HGSE: Pedagogy research project
HGSE: Content research methods
Course Search Attributes Display Only in Course Search
HGSE: Content teachers
HGSE: Content qualitative research
HGSE: Pedagogy small-group discussion
HGSE: Competencies develop research questions
HGSE: Competencies practice equity and inclusion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content social justice
HGSE: Competencies conduct an interview
HGSE: Content action research
HGSE: Content diversity equity inclusion
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
Education S575Y Section: 01
Writing a Publishable Paper I (203684)
Heather Hill
2025 Spring (2 Credits)
Schedule:
F 0900 AM - 1130 AM
Instructor Permissions:
Instructor
Enrollment Cap:
15
***This course is only available to HGSE Doctoral Students*** This course is designed to help HGSE students
write publishable papers. To reach this goal, this course combines applied research methods—including
research design and data analysis, with a particular interest in the qualitative tradition—with supervised support
for developing students' academic writing. Class sessions will focus on: (1) developing and sharpening research
questions; (2) conducting and writing the literature review; (3) reviewing research design and data collection
procedures; (4) writing the methods section for the paper; and (5) writing the results section and conclusion to
the paper. We will devote a portion of every class to the writing process. This is a year-long course divided into
spring and fall modules, with a meeting schedule tailored to meet the needs of data collection and analysis. S-
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575Y will meet in the spring, S-576Y will meet late fall, and there will be at least two additional class meetings in
between. The hope is that most students will design the research and receive permission from CUHS during the
early spring, conduct data collection and begin analysis in the late spring and summer, and then finish the paper
in the fall. To receive credit for S-576Y, the paper must be submitted to a journal. Students with quantitative
projects welcome to apply. Interested students must meet with Heather Hill prior to entry into the course.
Permission of instructor required. Enrollment limited to 15.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research article
HGSE: Content research methods
Course Search Attributes Display Only in Course Search
Full Year Course Indivisible Course
All: Cross Reg Availability Available for Harvard Cross Registration
Education S576Y
Section: 1
Writing a Publishable Paper II (203685)
Heather Hill
2024 Fall (2 Credits)
Schedule:
F 0900 AM - 1115 AM
Instructor Permissions:
Instructor
Enrollment Cap:
15
This module is second in a series designed to help HGSE doctoral students write publishable papers. To
reach this goal, this course combines applied research methods—including research design and data
analysis, with a particular interest in the qualitative tradition—with supervised support for developing
students' academic writing. Class sessions will focus on: (1) developing and sharpening research
questions; (2) conducting and writing the literature review; (3) reviewing research design and data
collection procedures; (4) writing the methods section for the paper; and (5) writing the results section and
conclusion to the paper. Other topics will include building professional knowledge, including about how to
choose journals, the journal review process, whether/when to attend conferences. Finally, we will devote a
portion of every class to the writing process. To receive credit for S-575Y and S-576Y, the finished paper
must be submitted to a journal.
Permission of instructor required. Limited to Ph.D. students. Prerequisites: suitable topic; willingness to
receive and give critical feedback. Interested students are strongly encouraged to contact Professor Hill via
email ([email protected]) to express interest before applying. S-576Y may not be taken without
prior enrollment in S-575Y. Enrollment procedure will be posted on the course website.
Requirements: Enrollment in this course requires completion of S575.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content research methods
Full Year Course Indivisible Course
HGSE: Competencies write a research article
All: Cross Reg Availability Available for Harvard Cross Registration
Education S582 Section: 1
Research Partnerships for Improving Education (223016)
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Susan Dynarski
2024 Fall (2 Credits)
Schedule:
MW 0830 AM - 0945 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Researcher-practitioner partnerships have generated actionable insights into how to improve education.
HGSE faculty, students, and alumni are engaged in productive partnerships in educational settings across
the world. In this class, we will learn how to work productively and wisely as practitioners in research
partnerships. We will develop both procedural knowledge (IRB training, MOUs, data use agreements, grant
funding, administrative data) and analytical skills (interpreting research, communicating findings in
accessible language)
The course is designed for masters' students who plan to work in the field of education as practitioners,
planners, and policy advisors.
Enrollment Note: The course assumes concurrent enrollment in S012, S040, or a basic knowledge of
statistics. Students (with sufficient statistical preparation) who want to focus on research design and
statistical analysis in their careers can enroll in S598: Design and Analysis of Field Experiments in
Education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content research ethics
HGSE: Content program evaluation
HGSE: Pedagogy team-based learning
HGSE: Competencies understand data
HGSE: Pedagogy readings
HGSE: Content causal reasoning
HGSE: Content evaluation
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies develop research questions
HGSE: Content research methods
HGSE: Pedagogy experiential learning
HGSE: Competencies analyze quantitative data
HGSE: Competencies analyze student data
HGSE: Content partnerships
HGSE: Competencies build partnership
HGSE: Content descriptive statistics
All: Cross Reg Availability Available for Harvard Cross Registration
Education S585 Section: 1
Found Questionable: Identifying and Refining Research Questions
(224904)
Sebastian Munoz-Najar Galvez
2024 Fall (4 Credits)
Schedule:
M 1030 AM - 1145 AM
R 0300 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
20
This course guides students through the initial steps of designing a research project; from research
interest to research question. Students will learn how to define empirical puzzles—those that ask why a
social situation is the way it is—and use them to formulate theoretical puzzles that address broader issues.
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Students will practice iteratively refining the scope of their research questions by systematically collecting
and organizing background information on a social situation of interest. This practice will benefit students
who wish to develop and refine research questions for a current or future project (e.g., research paper,
dissertation proposal, field statement, research agenda, etc.).
Course Notes: Please share one paragraph about an academic writing milestone you are working towards
this semester. What kinds of academic papers and/or books will you be reading for your milestone?
Course will be limited to 20 students.
Class Notes:
Please share one paragraph about an
academic writing milestone you are working
towards this semester. What kinds of academic
papers and/or books will you be reading for
your milestone? Course will be limited to 20
students.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education S598 Section: 1
Design and Analysis of Field Experiments in Education
(223015)
Susan Dynarski
2024 Fall (4 Credits)
Schedule:
MW 0830 AM - 0945 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
In this class we will learn how to plan, run, analyze, and interpret randomized field experiments. We will
focus on both the science and practicalities of randomized trials in real-world settings.
The first half of the semester will focus on research design and statistical analysis. Basic knowledge of
statistics, including regression analysis, is assumed.
In the second half of the semester we will learn about the practicalities of research partnerships: IRB
training, MOUs, data use agreements, grant funding, and administrative data. We will meet jointly in this
part of the semester with masters' students enrolled in the module EDU-S582 Research Partnerships for
Improving Education.
Enrollment Note: Master's students require the permission of the instructor to enroll in this semester-long
course. Those who do not meet the statistical prerequisites for this full-semester class can instead enroll in
the second half of the course, EDU-S582 Research Partnerships for Improving Education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze student data
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HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a research proposal
HGSE: Content data analysis
HGSE: Content evaluation
HGSE: Pedagogy research project
HGSE: Pedagogy problem sets
HGSE: Competencies diagnose complex problems
HGSE: Competencies create data visualizations
HGSE: Content causal reasoning
HGSE: Content descriptive statistics
HGSE: Competencies use quantitative-research software
HGSE: Competencies apply economic concepts
HGSE: Competencies develop research questions
HGSE: Competencies build partnership
HGSE: Competencies analyze quantitative data
HGSE: Content research methods
HGSE: Content program evaluation
HGSE: Pedagogy readings
HGSE: Content research ethics
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
Education S800 Section: 01
Ph.D. in Education Proseminar
(180976)
Sarah Dryden-Peterson
2024 Fall (4 Credits)
Schedule:
MW 1000 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This is the one course all PhD students in Education must take. It is an intensive seminar designed to enable all first-
year Ph.D. in Education students to describe, analyze, and assess key questions, texts, ideas, and approaches to
educational scholarship. The goal is to provide students an intellectual foundation for developing their understandings
about the field of education, who they are as researchers and educators, and who their community will be as they learn
more about both over the whole PhD program. We will pay particular attention to the multidisciplinary nature of much
educational research, how individual disciplines and theoretical traditions approach educational questions in
complementary or contrasting ways, and what roles educational research plays in policy and practice. The course will
also attend to the interaction of normative, epistemological, methodological, and empirical dimensions of research. In
addition to engaging with a body of knowledge and skills that can support them in their work as education doctoral
students and researchers, students will have opportunities to connect the intellectual lenses that we explore collectively
in the seminar to their more specific research questions, and to share their individual experiences and expertise with the
cohort.
Permission of instructor required. Required for, and limited to, first year students enrolled in the Ph.D. in
Education Program.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
Education S801 Section: 01
Culture, Institutions, and Society Core Seminar
(180977)
Bianca Baldridge
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2025 Spring (4 Credits)
Schedule:
W 0145 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This seminar will expose students to major strands of theory and research in culture, society,
organizations, and institutions as they connect to education. Drawing on key theoretical and empirical
readings in education, sociology, political science, history, anthropology, and organizational behavior,
students will explore key issues such as the role of education in society, the interplay between structure
and agency, the persistence of inequality and the potential to disrupt it, and the educational experiences of
individuals and groups. In a collaborative learning community, students will develop broad and deep
knowledge of their field of study, situate their developing research interests and motivations, and engage
with each other as critical readers, writers, and thinkers.
Enrollment is limited to Ph.D. candidates in the Culture, Institutions, and Society concentration.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
HGSE: Content immigration
HGSE: Pedagogy research project
Blue Course Evaluations ALL
Course Search Attributes Display Only in Course Search
HGSE: Competencies develop research questions
HGSE: Content diversity equity inclusion
HGSE: Competencies write a research proposal
All: Cross Reg Availability Available for Harvard Cross Registration
Education S802
Section: 01
Human Development, Learning, and Teaching Core Seminar (180978)
Nancy Hill
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The Human Development, Learning, and Teaching (HDLT) core seminar will offer students the opportunity
for in-depth exploration of fundamental topics and tensions that relate to the seminar and context of
developmental change and learning and teaching. Students in this seminar will identify cross-cutting
themes related to learning and development, with the goal of providing theoretical grounding and
deepening of knowledge in individual students' areas of interest, as well an introduction to the broader
landscape of learning and development as is essential for scholars who will need to situate their own
interests within a larger field. The course will allow for small group discussion of classic and more recent
research, while simultaneously developing professional and practical skills for presenting, discussing, and
conducting scientific research. Drawing on the expertise of HDLT-affiliated faculty, students will grapple
with core issues related to learning, development, and teaching, including: questions of mental
representation and the cognitive processes that support learning, the acquisition of language and literacy,
causal reasoning and epistemic trust, the development of intuitive theories, understanding of mathematics
and science, the development of social-emotional processes, memory, and executive function, and factors
such as play, natural pedagogy, and early home environments that shape learning and development.
Permission of instructor required. Required for, and limited to, first-year doctoral students in Human
Development, Learning, and Teaching concentration.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
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HGSE: Competencies develop research questions
HGSE: Content metacognition
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy experiential learning
Blue Course Evaluations ALL
HGSE: Content motivation
HGSE: Competencies write a research article
HGSE: Content child development
HGSE: Content learning and teaching
HGSE: Content emotional development
HGSE: Content adult development
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a literature review
HGSE: Content adolescent development
HGSE: Content language and literacy
HGSE: Content social development
HGSE: Content developmental psychology
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Competencies facilitate group process
HGSE: Competencies think strategically
HGSE: Content psychology
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy reflective writing
HGSE: Competencies debate
HGSE: Content early childhood
HGSE: Content cognitive development
HGSE: Content learning differences
HGSE: Content classroom instruction
HGSE: Competencies analyze arguments
HGSE: Content career development
HGSE: Pedagogy team-based learning
HGSE: Competencies engage in difficult conversations
HGSE: Competencies write a research proposal
HGSE: Content neuroscience
HGSE: Pedagogy research project
HGSE: Pedagogy socratic discussion
All: Cross Reg Availability Available for Harvard Cross Registration
Education S803 Section: 1
Education Policy and Program Evaluation Core Seminar
(180979)
Susan Dynarski
2024 Fall (4 Credits)
Schedule:
T 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This seminar will expose students to major theories, analytic approaches, and conclusions from the study
of policy formation, implementation, and effectiveness in the domains of early childhood, K-12, and
postsecondary education, in the United States and internationally. Broadly, the seminar will address three
main topics: (1) the social, political, and economic context in which education policy is developed and
implemented; (2) the education policy process, from formation to implementation and evaluation; and (3)
the evaluation of education policies. While the seminar will not offer formal training in evaluation methods,
it will address issues such as potential criteria for program success, the value of evaluations of
implementation in addition to those focused on causal impacts on outcomes, and the role of research
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evidence in the policymaking process. The seminar will also expose students to key findings from
evaluations of policies in key areas. A substantial portion of the seminar will consist of case studies of
specific policy reforms (e.g., Head Start, No Child Left Behind).
Required for and limited to first-year Ph.D. students in the Education Policy and Program Evaluation
concentration.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Competencies write a research proposal
HGSE: Content policy
HGSE: Competencies analyze arguments
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content school reform
HGSE: Content program evaluation
HGSE: Pedagogy research project
HGSE: Content higher education
HGSE: Content early childhood
HGSE: Pedagogy small-group discussion
Education S804 Section: 01
Reading Time for Comprehensive Examination (180980)
Luke Miratrix
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Permission of instructor required.
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
Education S815Y Section: 01
Doctoral Colloquium
(213606)
Luke Miratrix
2024 Fall (1 Credits)
Schedule:
M 1145 AM - 1245 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The Doctoral Colloquium brings together faculty and doctoral students in a community of learning to foster
disciplinary and interdisciplinary dialogue and discussion. These meetings include presentations by
Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students.
The colloquium addresses salient topics and includes presentations of work-in-progress and completed
work on topics of mutual and interdisciplinary interests.
First- and second-year Ph.D. in Education students are required to register for the colloquium. Enrollment
and active participation is strongly encouraged in later years, as well. Doctoral students in other programs
(Ed.D., Ed.L.D., or Ph.D. students in other fields) are also encouraged to enroll and participate. Non-HGSE
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doctoral students must secure permission from the instructor before enrolling.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Full Year Course Indivisible Course
Course Evaluation Course Evaluation Exempt
Education S816Y Section: 01
Doctoral Colloquium (213607)
Luke Miratrix
2025 Spring (1 Credits)
Schedule:
M 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The Doctoral Colloquium brings together faculty and doctoral students in a community of learning to foster
disciplinary and interdisciplinary dialogue and discussion. These meetings include presentations by
Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students.
The colloquium addresses salient topics and includes presentations of work-in-progress and completed
work on topics of mutual and interdisciplinary interests.
First- and second-year Ph.D. in Education students are required to register for the colloquium. Enrollment
and active participation is strongly encouraged in later years, as well. Doctoral students in other programs
(Ed.D., Ed.L.D., or Ph.D. students in other fields) are encouraged to enroll and participate. Non-HGSE
doctoral students must secure permission from the instructor before enrolling.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content data analysis
Full Year Course Indivisible Course
HGSE: Competencies develop research questions
HGSE: Content evaluation
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze arguments
HGSE: Content research methods
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy lecture
Education S980A Section: 1
TTL Field Experience
(224932)
Rosette Cirillo
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
In the Teaching and Teacher Leadership (TTL) program's Field Experience course, Teacher Candidates are
provided with a rich, immersive experience in a school environment. This course requires a commitment of
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between 150-500 hours per semester in a practicum school, depending on the Teacher Candidate's chosen
pathway. The Field Experience course is designed to foster meaningful learning opportunities, with a focus
on leading a classroom and understanding the dynamics of a school environment. It aims to create
intentional, bidirectional connections between the field experience and TTL coursework, enabling Teacher
Candidates to build their teaching knowledge and skills, reflect on their practice, and prepare to lead
impactful anti-oppressive learning environments that are culturally and linguistically supportive for all
students. Grounded in the TTL Indicators for Effective Teaching, the Field Experience Objectives include:
null
null
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• Equity: Teacher candidates will be prepared to promote a caring learning environment and
recognize, respond to and redress bias and inequities in their classroom, school, and beyond.
null
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
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null
null
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null
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
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null
null
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null
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education S980A Section: 2
TTL Field Experience (224932)
Eric Soto-Shed
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
In the Teaching and Teacher Leadership (TTL) program's Field Experience course, Teacher Candidates are
provided with a rich, immersive experience in a school environment. This course requires a commitment of
between 150-500 hours per semester in a practicum school, depending on the Teacher Candidate's chosen
pathway. The Field Experience course is designed to foster meaningful learning opportunities, with a focus
on leading a classroom and understanding the dynamics of a school environment. It aims to create
intentional, bidirectional connections between the field experience and TTL coursework, enabling Teacher
Candidates to build their teaching knowledge and skills, reflect on their practice, and prepare to lead
impactful anti-oppressive learning environments that are culturally and linguistically supportive for all
students. Grounded in the TTL Indicators for Effective Teaching, the Field Experience Objectives include:
null
null
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• Equity: Teacher candidates will be prepared to promote a caring learning environment and
recognize, respond to and redress bias and inequities in their classroom, school, and beyond.
null
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
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null
null
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null
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
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null
null
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null
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education S980A Section: 3
TTL Field Experience (224932)
Noah Heller
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
In the Teaching and Teacher Leadership (TTL) program's Field Experience course, Teacher Candidates are
provided with a rich, immersive experience in a school environment. This course requires a commitment of
between 150-500 hours per semester in a practicum school, depending on the Teacher Candidate's chosen
pathway. The Field Experience course is designed to foster meaningful learning opportunities, with a focus
on leading a classroom and understanding the dynamics of a school environment. It aims to create
intentional, bidirectional connections between the field experience and TTL coursework, enabling Teacher
Candidates to build their teaching knowledge and skills, reflect on their practice, and prepare to lead
impactful anti-oppressive learning environments that are culturally and linguistically supportive for all
students. Grounded in the TTL Indicators for Effective Teaching, the Field Experience Objectives include:
null
null
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• Equity: Teacher candidates will be prepared to promote a caring learning environment and
recognize, respond to and redress bias and inequities in their classroom, school, and beyond.
null
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
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null
null
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null
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
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null
null
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null
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education S980A Section: 4
TTL Field Experience (224932)
Victor Pereira
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
In the Teaching and Teacher Leadership (TTL) program's Field Experience course, Teacher Candidates are
provided with a rich, immersive experience in a school environment. This course requires a commitment of
between 150-500 hours per semester in a practicum school, depending on the Teacher Candidate's chosen
pathway. The Field Experience course is designed to foster meaningful learning opportunities, with a focus
on leading a classroom and understanding the dynamics of a school environment. It aims to create
intentional, bidirectional connections between the field experience and TTL coursework, enabling Teacher
Candidates to build their teaching knowledge and skills, reflect on their practice, and prepare to lead
impactful anti-oppressive learning environments that are culturally and linguistically supportive for all
students. Grounded in the TTL Indicators for Effective Teaching, the Field Experience Objectives include:
null
null
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• Equity: Teacher candidates will be prepared to promote a caring learning environment and
recognize, respond to and redress bias and inequities in their classroom, school, and beyond.
null
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
Inquiry: Teacher candidates will be prepared to create opportunities for students to engage in deeper
learning, authentic questioning and problem solving.
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null
null
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null
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
Growth: Teacher candidates will be prepared to grow through sustained self-reflection, engagement
with theory and research, and response to feedback.
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null
null
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null
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
Professionalism: Teacher candidates will be prepared to demonstrate dedication to the profession by
upholding ethical standards, consistently exhibiting commitment to their students and schools
through presence and preparedness, interacting with care and thoughtfulness towards TTL and
practicum colleagues, and respecting and following professional protocols in all communications.
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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education S980B Section: 1
TTL Field Experience (224933)
Rosette Cirillo
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education S980B Section: 2
TTL Field Experience
(224933)
Eric Soto-Shed
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education S980B Section: 3
TTL Field Experience
(224933)
Noah Heller
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
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Education S980B Section: 4
TTL Field Experience (224933)
Victor Pereira
2025 Spring (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education S997
Section: 1
Field Experience (180985)
Members of the Faculty
2024 Fall (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
35
An internship for credit (Field Experience) is a way for students to explore specific
learning goals within the context of an organization. Two or four credit options are
available. Students earning 4 credits are expected to commit 10-12 hours per week for a
full semester. Students earning two credits are expected to commit 10-12 hours a week
for a half semester. A learning contract is developed between the student and a site
supervisor and approved and assessed by the faculty advisor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy experiential learning
HGSE: Competencies make a presentation
HGSE: Pedagogy field-based visit(s)
HGSE: Pedagogy reflective writing
HGSE: Competencies collaborate
HGSE: Content career development
HGSE: Content decision-making
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy peer learning
HGSE: Pedagogy discussion sections
HGSE: Pedagogy internship
HGSE: Pedagogy small-group discussion
HGSE: Competencies conduct an interview
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content organizations
Education S997 Section: 1
Field Experience (180985)
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Members of the Faculty
2024 Fall (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
35
An internship for credit (Field Experience) is a way for students to explore specific
learning goals within the context of an organization. Two or four credit options are
available. Students earning 4 credits are expected to commit 10-12 hours per week for a
full semester. Students earning two credits are expected to commit 10-12 hours a week
for a half semester. A learning contract is developed between the student and a site
supervisor and approved and assessed by the faculty advisor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Content career development
HGSE: Pedagogy experiential learning
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content decision-making
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content organizations
HGSE: Pedagogy discussion sections
HGSE: Pedagogy field-based visit(s)
HGSE: Pedagogy peer learning
HGSE: Pedagogy internship
HGSE: Pedagogy reflective writing
HGSE: Competencies conduct an interview
HGSE: Pedagogy small-group discussion
Education S997 Section: 1
Field Experience
(180985)
Members of the Faculty
2024 Fall (2 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
An internship for credit (Field Experience) is a way for students to explore specific
learning goals within the context of an organization. Two or four credit options are
available. Students earning 4 credits are expected to commit 10-12 hours per week for a
full semester. Students earning two credits are expected to commit 10-12 hours a week
for a half semester. A learning contract is developed between the student and a site
supervisor and approved and assessed by the faculty advisor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content organizations
HGSE: Content career development
HGSE: Pedagogy internship
HGSE: Pedagogy discussion sections
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HGSE: Pedagogy small-group discussion
HGSE: Competencies collaborate
HGSE: Content decision-making
HGSE: Pedagogy reflective writing
Course Evaluation Course Evaluation Exempt
HGSE: Competencies conduct an interview
HGSE: Pedagogy peer learning
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies make a presentation
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy experiential learning
HGSE: Competencies identify one's leadership strengths & limitations
All: Cross Reg Availability Not Available for Cross Registration
Education S997
Section: 1
Field Experience (180985)
Mary O'Neill
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
An internship for credit (Field Experience) is a way for students to explore specific
learning goals within the context of an organization. Two or four credit options are
available. Students earning 4 credits are expected to commit 10-12 hours per week for a
full semester. Students earning two credits are expected to commit 10-12 hours a week
for a half semester. A learning contract is developed between the student and a site
supervisor and approved and assessed by the faculty advisor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content decision-making
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy small-group discussion
HGSE: Competencies collaborate
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy internship
HGSE: Competencies make a presentation
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies conduct an interview
HGSE: Content organizations
HGSE: Content career development
HGSE: Pedagogy peer learning
HGSE: Pedagogy field-based visit(s)
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
Education S997 Section: 1
Field Experience (180985)
Mary O'Neill
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2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
An internship for credit (Field Experience) is a way for students to explore specific
learning goals within the context of an organization. Two or four credit options are
available. Students earning 4 credits are expected to commit 10-12 hours per week for a
full semester. Students earning two credits are expected to commit 10-12 hours a week
for a half semester. A learning contract is developed between the student and a site
supervisor and approved and assessed by the faculty advisor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy peer learning
HGSE: Competencies make a presentation
HGSE: Competencies conduct an interview
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content career development
HGSE: Content organizations
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
HGSE: Competencies collaborate
HGSE: Pedagogy field-based visit(s)
Course Search Attributes Display Only in Course Search
HGSE: Content decision-making
HGSE: Pedagogy internship
HGSE: Pedagogy experiential learning
Education S997 Section: 1
Field Experience (180985)
Mary O'Neill
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
An internship for credit (Field Experience) is a way for students to explore specific
learning goals within the context of an organization. Two or four credit options are
available. Students earning 4 credits are expected to commit 10-12 hours per week for a
full semester. Students earning two credits are expected to commit 10-12 hours a week
for a half semester. A learning contract is developed between the student and a site
supervisor and approved and assessed by the faculty advisor.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content career development
HGSE: Content organizations
Course Search Attributes Display Only in Course Search
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy discussion sections
HGSE: Pedagogy small-group discussion
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HGSE: Pedagogy reflective writing
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies make a presentation
HGSE: Pedagogy internship
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies collaborate
HGSE: Competencies conduct an interview
HGSE: Pedagogy peer learning
HGSE: Content decision-making
HGSE: Pedagogy experiential learning
Education S998 Section: 01
EdLD Leadership Field Seminar (222001)
Mary O'Neill
2025 Spring (2 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Enroll in this practice-based course to gain experience in system level leadership and create a substantive
change across a system. Work with an experienced system level leader mentor who will share knowledge
and expertise to help develop your skills and abilities as you prepare to join the next generation of system
level leaders.
As a complement to Workplace Lab and its focus on sector change, students will work on root cause
analysis, problem definitions, theories of action, small wins, building credibility, overcoming resistance,
and achieving results that have impact. Students will focus on either the National Professional Standards
for Educational Leaders or the Massachusetts Department of Elementary and Secondary Education (MA
DESE) Professional Standards for Administrative Leadership
Aspiring transformational sector leaders will demonstrate and practice the knowledge, skills, habits of mind
and ability to lead system level change within organizations. They will
- Explore and demonstrate adaptive and technical leadership
- Practice individual leadership and teamwork to develop and implement actionable insights
- Develop mechanisms to solve problems
- Apply frameworks for change to real work challenges
- Design systemic reforms
- Demonstrate entrepreneurial and innovative thought and leadership
- Apply course learnings to in-the-field fellowship contexts
- Extend and enhance professional networks
Complete a 250-hour fellowship and earn 4 credits.
Subject to approval some or all internship hours may count toward the MA DESE requirements for
Administrative Leadership as a Superintendent/Assistant Superintendent.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Education S998 Section: 1
EdLD Leadership Field Seminar (222001)
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Mary O'Neill
2024 Fall (2 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
30
Enroll in this practice-based course to gain experience in system level leadership and create a substantive
change across a system. Work with an experienced system level leader mentor who will share knowledge
and expertise to help develop your skills and abilities as you prepare to join the next generation of system
level leaders.
As a complement to Workplace Lab and its focus on sector change, students will work on root cause
analysis, problem definitions, theories of action, small wins, building credibility, overcoming resistance,
and achieving results that have impact. Students will focus on either the National Professional Standards
for Educational Leaders or the Massachusetts Department of Elementary and Secondary Education (MA
DESE) Professional Standards for Administrative Leadership
Aspiring transformational sector leaders will demonstrate and practice the knowledge, skills, habits of mind
and ability to lead system level change within organizations. They will
- Explore and demonstrate adaptive and technical leadership
- Practice individual leadership and teamwork to develop and implement actionable insights
- Develop mechanisms to solve problems
- Apply frameworks for change to real work challenges
- Design systemic reforms
- Demonstrate entrepreneurial and innovative thought and leadership
- Apply course learnings to in-the-field fellowship contexts
- Extend and enhance professional networks
Complete a 250-hour fellowship and earn 4 credits.
Subject to approval some or all internship hours may count toward the MA DESE requirements for
Administrative Leadership as a Superintendent/Assistant Superintendent.
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Education T002 Section: 01
Critical Race Theory in Education
(180988)
Daren Graves
Kimberly Truong
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course focuses on the epistemological, methodological, and pedagogical uses of critical race theory
(CRT) in the examination and deconstruction of race-based educational disparities and inequalities in K-12
and postsecondary education. The overarching goals of the course will be to examine the utility of CRT as a
theoretical framework in (1) interrogating the factors that cause racial educational disparities; (2) exploring
why inequalities exist and persist; and (3) determining sustainable remedies to these disparities and
inequalities. The course will begin by looking at CRT's roots in critical legal studies. The course will then
explore CRT's more recent applications in the realm of education, which has its roots in examining the
experiences of African-Americans and others society deems as Black. In doing so, students will confront
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the intra and interpersonal challenges and strengths of multiple socially constructed race groups by
examining the branches of CRT that focus on people of color, including Latinos, Asians, and Indigenous
peoples, and the use of CRT to examine Whiteness. Students will also investigate how CRT can be applied
to other global racial dynamics. And ultimately the class will help students examine the racialized
experiences of students and educators in traditional and non-traditional K-12 and higher education spaces.
The course culminates with students being able to investigate the particular areas/fields/topics that hey
would like to explore through a CRT lens. The course instructors also work closely with students to co-
construct learning communities that interrogate what we learn, how we learn, and why.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content critical theory
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy peer learning
HGSE: Pedagogy multimedia projects
HGSE: Content race/ethnicity
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy research project
HGSE: Pedagogy multimedia texts
HGSE: Competencies E&O Electives
HGSE: Content pedagogy
HGSE: Pedagogy lecture
HGSE: Pedagogy guest speaker(s)
Education T002
Section: S01
Critical Race Theory in Education (180988)
Daren Graves
Kimberly Truong
2024 Fall (4 Credits)
Schedule:
T 1030 AM - 1055 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course focuses on the epistemological, methodological, and pedagogical uses of critical race theory
(CRT) in the examination and deconstruction of race-based educational disparities and inequalities in K-12
and postsecondary education. The overarching goals of the course will be to examine the utility of CRT as a
theoretical framework in (1) interrogating the factors that cause racial educational disparities; (2) exploring
why inequalities exist and persist; and (3) determining sustainable remedies to these disparities and
inequalities. The course will begin by looking at CRT's roots in critical legal studies. The course will then
explore CRT's more recent applications in the realm of education, which has its roots in examining the
experiences of African-Americans and others society deems as Black. In doing so, students will confront
the intra and interpersonal challenges and strengths of multiple socially constructed race groups by
examining the branches of CRT that focus on people of color, including Latinos, Asians, and Indigenous
peoples, and the use of CRT to examine Whiteness. Students will also investigate how CRT can be applied
to other global racial dynamics. And ultimately the class will help students examine the racialized
experiences of students and educators in traditional and non-traditional K-12 and higher education spaces.
The course culminates with students being able to investigate the particular areas/fields/topics that hey
would like to explore through a CRT lens. The course instructors also work closely with students to co-
construct learning communities that interrogate what we learn, how we learn, and why.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Course Search Attributes Display Only in Course Search
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Education T004 Section: 1
Ethnic Studies and Education (180989)
Christina Villarreal
2025 Spring (4 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
How might the study, interrogation, and analysis of our collective past and present through a comparative,
humanizing lens support our ability to contextualize and confront the challenges of our present? This
course introduces students to the origins, epistemologies, frameworks, key concepts, and central
questions in the field of Ethnic Studies, while applying these concepts and questions to our own
educational experiences, and the various realms of education in which we currently work. The course focus
and structure is rooted in body-centered, analytic examinations of self, society, history, and education
through a humanizing and comparative lens. Topics will include, but are not limited to: identity, race,
ethnicity, gender, migration, class, labor, settler colonialism, oppression, social movements, white
supremacy, power, agency, resistance, liberation, intersectionality, community action, intergenerational
trauma, intergenerational healing, solidarity, and social change. Throughout the semester, we will also
explore curricular and pedagogical enactments of these topics in Ethnic Studies across various
educational contexts and culminates with an opportunity for students to develop educational resources for
their respective communities through the lens of Ethnic Studies. This course is designed to be both an
individual and collective journey that challenges each of us to critically reflect upon what it means to
exercise solidarity in our daily lives and in our work as practitioners, scholars, and activists committed to
education as the practice of humanization.
Given the heavy nature of the topics we explore through small and whole group discussions, enrollment is
limited 30 and requires instructor approval and a short application form (available on the course website).
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content ethnic studies
HGSE: Competencies E&O Electives
Education T006 Section: 1
Adult Development (180993)
Deborah Helsing
2024 Fall (4 Credits)
Schedule:
M 1000 AM - 1200 PM
Instructor Permissions:
None
Enrollment Cap:
25
*Lottery-Based Enrollment* What types of growth and change are possible for us in adulthood? Can we
intentionally foster development in adulthood, and if so, how? As our world grows ever more complex,
adults face increasing demands to develop. The possibilities for profound growth and change over the
course of our adult lives are now well-documented and widely accepted. And we are becoming increasingly
clear about the conditions and practices that support this type of growth. This course is not a survey of
many theories in the field of Adult Development. Instead, we explore one theory deeply, Robert Kegan's
theory of adult development. Why this theory? It is uniquely powerful and rigorous and provides a very
useful vantage point on other theories in the field. Kegan has also extended and applied his theory,
developing processes and practices that support transformational growth for individuals and
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collectives. We'll apply this learning to ourselves, challenge ourselves with transformative practices, and
consider the implications for our work roles and personal lives. Evaluation will be based on several short
written exercises during the semester and a concentrated end-of-term paper.
Enrollment is limited to 25. No auditors.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content coaching
HGSE: Pedagogy multimedia texts
HGSE: Content leadership
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy discussion sections
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Pedagogy lecture
HGSE: Content adult development
HGSE: Content developmental psychology
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy peer learning
HGSE: Pedagogy reflective writing
HGSE: Limited Enrollment XREG Allowed
Education T006
Section: S01
Adult Development (180993)
Deborah Helsing
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0325 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
*Lottery-Based Enrollment* What types of growth and change are possible for us in adulthood? Can we
intentionally foster development in adulthood, and if so, how? As our world grows ever more complex,
adults face increasing demands to develop. The possibilities for profound growth and change over the
course of our adult lives are now well-documented and widely accepted. And we are becoming increasingly
clear about the conditions and practices that support this type of growth. This course is not a survey of
many theories in the field of Adult Development. Instead, we explore one theory deeply, Robert Kegan's
theory of adult development. Why this theory? It is uniquely powerful and rigorous and provides a very
useful vantage point on other theories in the field. Kegan has also extended and applied his theory,
developing processes and practices that support transformational growth for individuals and
collectives. We'll apply this learning to ourselves, challenge ourselves with transformative practices, and
consider the implications for our work roles and personal lives. Evaluation will be based on several short
written exercises during the semester and a concentrated end-of-term paper.
Enrollment is limited to 25. No auditors.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content adult development
HGSE: Pedagogy discussion sections
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HGSE: Pedagogy multimedia texts
Course Search Attributes Display Only in Course Search
HGSE: Competencies identify one's leadership strengths & limitations
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Pedagogy peer learning
HGSE: Content developmental psychology
HGSE: Pedagogy lecture
HGSE: Pedagogy reflective writing
HGSE: Content coaching
HGSE: Content leadership
Education T008 Section: 1
Power and Pedagogy: Self, Society, and Transformation (180994)
Houman Harouni
2024 Fall (4 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The purpose of this course is to help students face and overcome fundamental problems in the practice
and theory of social and organizational change. The course focuses on dilemmas that arise from
contradictions at the core of contemporary society and that cannot be solved by applying so-called "best
practices." These contradictions involve class, race and other relations within inherently hierarchical
structures: schooling, for example, which acts as a channel to economic access, at the same time functions
as a chief social stratifier; the educator who tries to give his or her students better access to positions of
power, at the same time reincorporates the students into the oppressive structures that marginalized them.
Because conditions that form such contradictions also form the way we perceive and act upon the world,
the individual tends either to willfully ignore the dilemmas or else experience them in a fractured way. This
leads to excessive hope or excessive despair. In this course we use critical theory, political economy, and
psychology to reevaluate such problems. This work engages students in a process that is intellectual and
experiential, individual and collective, theoretical and practical. The aim is to use a rigorous process of
inquiry to hold the complexity of our problems and arrive at new, radical modes of interaction. The course
pedagogy mirrors this process and is tailored to the particular experience of the students. The readings,
which are always of high quality, draw on many traditions, including non-Western philosophies. Past
students have often described this course as both challenging and highly transformative. Participants
should expect to develop, beyond new analytical skills, the capacity to engage and lead difficult
conversations, to write with purpose and authenticity, to navigate group and social dynamics with much
greater dexterity, and to design interventions that push systems toward fundamental change.
Permission of instructor required. Students from all departments and academic backgrounds, including
doctoral students, are welcome.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content identity
HGSE: Content race/ethnicity
HGSE: Pedagogy case-method learning
HGSE: Pedagogy reflective writing
HGSE: Content history
HGSE: Pedagogy socratic discussion
HGSE: Competencies think strategically
HGSE: Content teachers
HGSE: Content politics
HGSE: Content critical theory
HGSE: Content group dynamics
HGSE: Content leadership
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HGSE: Competencies write a research/analytic paper
HGSE: Competencies analyze arguments
HGSE: Content social contexts
HGSE: Content values
HGSE: Content pedagogy
HGSE: Competencies develop research questions
HGSE: Competencies engage in difficult conversations
HGSE: Content ethics
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Pedagogy discussion sections
HGSE: Content decision-making
HGSE: Competencies debate
HGSE: Competencies develop a theory of action
HGSE: Content learning and teaching
HGSE: Content culture
HGSE: Pedagogy lecture
All: Cross Reg Availability Available for Harvard Cross Registration
Education T008 Section: S01
Power and Pedagogy: Self, Society, and Transformation (180994)
Houman Harouni
2024 Fall (4 Credits)
Schedule:
T 0100 PM - 0125 PM
Instructor Permissions:
Instructor
Enrollment Cap:
50
The purpose of this course is to help students face and overcome fundamental problems in the practice
and theory of social and organizational change. The course focuses on dilemmas that arise from
contradictions at the core of contemporary society and that cannot be solved by applying so-called "best
practices." These contradictions involve class, race and other relations within inherently hierarchical
structures: schooling, for example, which acts as a channel to economic access, at the same time functions
as a chief social stratifier; the educator who tries to give his or her students better access to positions of
power, at the same time reincorporates the students into the oppressive structures that marginalized them.
Because conditions that form such contradictions also form the way we perceive and act upon the world,
the individual tends either to willfully ignore the dilemmas or else experience them in a fractured way. This
leads to excessive hope or excessive despair. In this course we use critical theory, political economy, and
psychology to reevaluate such problems. This work engages students in a process that is intellectual and
experiential, individual and collective, theoretical and practical. The aim is to use a rigorous process of
inquiry to hold the complexity of our problems and arrive at new, radical modes of interaction. The course
pedagogy mirrors this process and is tailored to the particular experience of the students. The readings,
which are always of high quality, draw on many traditions, including non-Western philosophies. Past
students have often described this course as both challenging and highly transformative. Participants
should expect to develop, beyond new analytical skills, the capacity to engage and lead difficult
conversations, to write with purpose and authenticity, to navigate group and social dynamics with much
greater dexterity, and to design interventions that push systems toward fundamental change.
Permission of instructor required. Students from all departments and academic backgrounds, including
doctoral students, are welcome.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content identity
HGSE: Pedagogy case-method learning
HGSE: Pedagogy socratic discussion
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies write a research/analytic paper
HGSE: Competencies debate
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HGSE: Content teachers
HGSE: Content politics
HGSE: Pedagogy discussion sections
HGSE: Competencies analyze arguments
HGSE: Content social contexts
HGSE: Content culture
HGSE: Content critical theory
HGSE: Content pedagogy
HGSE: Content decision-making
HGSE: Content leadership
HGSE: Pedagogy lecture
HGSE: Competencies engage in difficult conversations
HGSE: Competencies think strategically
HGSE: Competencies develop a theory of action
HGSE: Content learning and teaching
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop research questions
HGSE: Content values
HGSE: Content ethics
Course Search Attributes Display Only in Course Search
HGSE: Content group dynamics
HGSE: Content history
HGSE: Content race/ethnicity
HGSE: Pedagogy reflective writing
Education T010 Section: 1
Education in Carceral Spaces (224741)
Kaia Stern
2025 Spring (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
15
Offered online only for residential HGSE students. How do we do education in carceral spaces? What is the
purpose/power of formal education? Given that human connection is generally contraband in jails and
prisons, and education is about connection, what is our praxis? This course includes a practicum
component and will be held in virtual conversation with students and leaders who are currently and
formerly incarcerated. It will dive deeply into pedagogy, offer a comparative lens, and support students in
developing a meaningful multidisciplinary project. We plan to zoom into carceral classrooms to listen and
learn with people who are deeply familiar with cradle-to-cell trauma, systems of racialized punishment, and
the possibility of the classroom as a kind of sacred/healing space. Our work will engage a range of
disciplines including ethics, transformative pedagogy, neuroscience, and public policy. Some questions for
consideration: What is mass incarceration and how does it relate to education? How do we conceptualize
abolition? Can education as the practice of freedom (hooks, 1994) be realized inside policed classrooms?
Please note that the two-credit version of this course focuses on praxis, while the four-credit version
includes a practicum. Students who have already taken T010I are ineligible to enroll in T010.
This course fulfills the elective requirement of the Equity & Opportunity Foundations experience. Following
the foundational learning in August Identity in Context courses, these electives build students' historical
and contemporary understanding, structural understanding, personal responsibility, and strategies for
action.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies E&O Electives
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Course Search Attributes Display Only in Course Search
HGSE: Limited Enrollment LIMITED ENROLLMENT
Education T010I Section: 01
Education in Carceral Spaces
(218698)
Kaia Stern
2025 Spring (2 Credits)
Schedule:
MTWRF 0900 AM - 1200 PM
Instructor Permissions:
Instructor
Enrollment Cap:
15
Offered online only for residential HGSE students. How do we do education in carceral spaces? What is the
purpose/power of formal education? Given that human connection is generally contraband in jails and
prisons, and education is about connection, what is our praxis? This course will be an intensive deep dive
into pedagogy held in virtual conversation with students and leaders who are currently and formerly
incarcerated. We plan to zoom into carceral classrooms to listen and learn with people who are deeply
familiar with cradle-to-cell trauma, systems of racialized punishment, and the possibility of the classroom
as a kind of sacred/healing space. Our work will engage a range of disciplines including ethics,
transformative pedagogy, neuroscience, and public policy. Some questions for consideration: What is
mass incarceration and how does it relate to education? How do we conceptualize abolition? Can
education as the practice of freedom (hooks, 1994) be realized inside policed classrooms? Please note that
the two-credit version of this course focuses on praxis, while the four-credit version includes a practicum
component, offers a comparative lens, and provides the opportunity to develop a meaningful final project.
Students who have already taken T010I are ineligible to enroll in T010.
This course fulfills the elective requirement of the Equity & Opportunity Foundations experience. Following
the foundational learning in August Identity in Context courses, these electives build students' historical
and contemporary understanding, structural understanding, personal responsibility, and strategies for
action.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
Education T010Q Section: 91
Visible Thinking: Research and Practice (216789)
Tina Blythe
2025 Spring (2 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Thinking is central to learning, and yet it's not always clear—to either learner or teacher--what constitutes good
thinking. In this module, we'll study Project Zero's research on visible thinking, focusing on three central components:
the cultivation of thinking dispositions, the use of thinking routines (short, memorable sets of steps that guide the
development and articulation of thinking), and the documentation of student thinking. We'll practice thinking routines
ourselves while also studying examples of how they have been used across grade levels and educational contexts to
support students to engage more deeply with course content, with one another, and with the world around them. We'll
also discuss ineffective uses of the visible thinking research and practices and consider how to effectively adapt the
research and practices for your own contexts. ***IMPORTANT: Please note that attendance at the first class is
required in order continue with the course.***
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Additional Course Attributes:
Attribute Value(s)
HGSE: Content metacognition
HGSE: Pedagogy team-based learning
HGSE: Competencies understand data
HGSE: Competencies collaborate
HGSE: Content professional development
HGSE: Content instructional design
HGSE: Pedagogy reflective writing
HGSE: Content learning and teaching
HGSE: Competencies practice equity and inclusion
HGSE: Competencies facilitate group process
HGSE: Content curriculum development
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy peer learning
HGSE: Pedagogy experiential learning
HGSE: Pedagogy readings
Course Search Attributes Display Only in Course Search
HGSE: Content teaching for understanding
HGSE: Content assessment
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies deliver instruction
HGSE: Competencies engage in difficult conversations
HGSE: Competencies improve teaching practice
HGSE: Content data analysis
Education T010R Section: 01
A Pedagogy of Listening: Exploring the Reggio Emilia Approach and Other Learner-Centered Practices
(216790)
Tina Blythe
2025 Spring (2 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
The capacity to listen well and deeply is one of the most important—and perhaps one of the most
undervalued—skills an educator can bring to the work of supporting learners in classrooms as well as in
other learning environments. In this module, we will study different approaches to listening and observing
that aim to support student engagement and understanding. As part of our work together, we will explore
the approaches developed and practiced by educators of the municipal preschools and infant-toddler
centers in Reggio Emilia, Italy—recognized around the world for their extraordinary learner-centered
practices. "A pedagogy of listening" is the phrase used by Reggio Emilia educators to describe the heart of
their approach. We'll examine core elements of the Reggio approach—such as group learning and the
documentation of learners' processes and discoveries--as ways to cultivate listening. We'll also look
carefully at the studies and frameworks generated by the 25 years of collaboration between Project Zero
researchers, Reggio Emilia educators, and US teachers as they sought to understand how the practices
used in Reggio Emilia could be applied in a different cultural context and with students in elementary and
secondary schools. We'll experiment with various approaches to listening, observing, and documenting
learning, and consider how these practices can be used in both online and face-to-face learning
environments. ***IMPORTANT: Attendance at the first class is mandatory in order to continue with the
course.***
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies understand data
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HGSE: Content metacognition
HGSE: Content teaching for understanding
HGSE: Content learning and teaching
HGSE: Content curriculum development
HGSE: Pedagogy small-group discussion
HGSE: Content pedagogy
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies deliver instruction
HGSE: Pedagogy reflective writing
HGSE: Competencies collaborate
HGSE: Pedagogy experiential learning
HGSE: Competencies practice equity and inclusion
HGSE: Competencies facilitate group process
HGSE: Content relationships
Course Search Attributes Display Only in Course Search
HGSE: Competencies engage in difficult conversations
HGSE: Competencies improve teaching practice
HGSE: Content professional development
HGSE: Pedagogy readings
Education T011
Section: 01
Helping Others to Make Transformational Change: The Immunity-to-Change Approach (218672)
Deborah Helsing
2025 Spring (4 Credits)
Schedule:
M 1000 AM - 1159 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course focuses on the use of the Immunity-to-Change (ITC) approach, a set of tools designed by
Robert Kegan and Lisa Lahey, to support personal and professional development as well as psychological
transformation. Participants will apply the tools to their own growth aspirations and will work in small peer
groups as well as with an external practice partner to support people in diagnosing and overturning
immunities to change. In their practice, conversation, and written work, students will apply the full arc of
ITC exercises, learn how to respond to challenges that frequently arise for participants, and consider how
to integrate this approach flexibly into their professional roles (e.g., leadership, teaching, coaching,
consulting, counseling, therapy). We will also explore the connections between the ITC approach and its
theoretical base, Kegan's theory of adult development.
Permission of instructor required. Preference is given to students with prior or concurrent coursework in
adult development or its equivalent (e.g., T-006, enrollment in the Ed.L.D. program, etc.). Please petition for
enrollment in the My.Harvard system. Enrollment is limited to 30. No auditors.
Class Notes: To be considered for enrollment, submit a petition for instructor
permission in my.Harvard. In the note, explain relevent prior
experience and your interest in the course. First priority will be given
to students who took Adult Development at HGSE or have similar
experience.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content relationships
HGSE: Content social development
Course Search Attributes Display Only in Course Search
HGSE: Content cognitive development
HGSE: Content coaching
HGSE: Pedagogy experiential learning
HGSE: Content emotional development
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HGSE: Pedagogy small-group discussion
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies assess cognitive challenges
HGSE: Content professional development
HGSE: Pedagogy peer learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content psychology
HGSE: Content mindfulness
HGSE: Content adult development
HGSE: Competencies understand data
HGSE: Content metacognition
HGSE: Content developmental psychology
HGSE: Competencies diagnose complex problems
Education T012 Section: 1
Transforming Systems: Leadership for the New (205506)
Houman Harouni
2025 Spring (4 Credits)
Schedule:
T 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course begins with a fundamental question: How do we transform the systems that limit our freedom,
well-being, creativity, and common humanity? The course provides a set of incisive practical and analytical
instruments that can help students answer these questions and move beyond them, toward actual change
in the world.
Increasingly, we find ourselves embedded in institutions and larger societal systems that seem so
entrenched that the best one can hope for is to survive and perhaps to thrive within those structures. Most
of the frameworks and tools that we learn, in formal and informal education, are the products of this limiting
mindset. This is as true for personal life as it is in small groups, teams, organizations, fields of practice, and
entire communities and societies. Those who want to create new forms of practice in any of these arenas
need a different kind of learning. Now more than ever we need the capacity to diagnose structures in such a
way that opens new possibilities. We need to learn how to navigate danger with clear sight and security. We
need to know how to create alliances, communicate across great differences, and give life to alternatives
that emerge but will disappear without our courage and wisdom. This course provides a grounding for that
learning. We use philosophy (both non-Western and Western) to think beyond existing structures; use
psychology and group relations to understand and overcome the pressures faced by individuals and
communities; draw on theater and poetry to craft new modes of communication; and sharpen our
interventions by learning organizational dynamics and system analytics. Most importantly, we ground
ourselves in the lived experience of our students.
Participants in this course should expect to experience radical forms of teaching, learning, and leadership.
They will have the opportunity to address key dilemmas in their own respective fields. They will strengthen
their questions, craft their arguments, and develop their written and spoken thoughts with coherence and
passion. We will move constantly between theory and real experience, and therefore the learning here will
be both intellectually and emotionally intensive. In brief, this is a course in understanding and overcoming
the pressures of transforming society. As such, students should only consider the course if they feel ready
for that type of transformative work at this point in their lives and careers.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies engage in difficult conversations
HGSE: Content politics
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HGSE: Pedagogy reflective writing
HGSE: Competencies analyze arguments
HGSE: Content group dynamics
HGSE: Pedagogy experiential learning
HGSE: Competencies develop a theory of action
HGSE: Content organizations
HGSE: Pedagogy research project
HGSE: Pedagogy socratic discussion
HGSE: Competencies practice equity and inclusion
HGSE: Content history
HGSE: Content leadership
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies develop research questions
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies analyze qualitative data
HGSE: Content critical theory
HGSE: Content social justice
HGSE: Content culture
HGSE: Content identity
HGSE: Pedagogy peer learning
HGSE: Content pedagogy
Course Search Attributes Display Only in Course Search
Education T018 Section: 1
Controversy in the Classroom: Debates On the Learning and Teaching of Math, Reading, and Science (224886)
Jon Star
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course explores curricular and instructional debates about the learning and teaching of content areas
taught in elementary and secondary schools – particularly mathematics, reading, and science. For at least
the last 100 years, educators and educational researchers have continuously and vigorously argued about
the best ways to teach math, reading, and science. The field widely recognizes the importance of these
conversations and the centrality of consistency and clarity in how we conceptualize and advocate for the
learning of school subjects. Yet frequently these debates have escalated to a type of "war" (e.g., the math
wars, the reading wars) that plays out in both academia and in practice. In this course, we explore the
fundamental arguments that have occurred about the learning and teaching of mathematics, science, and
reading. We consider these debates theoretically, practically, and historically, looking mainly within the
United States but with some consideration of Asian perspectives as well. Although the primary emphasis of
the course will be on the learning and teaching of mathematics, science, and reading, students are
welcome to explore other school subjects in course papers and projects. There are two intended audiences
for this course. First, the course is designed for those who seek to develop broad knowledge about content
learning in schools, including teacher leaders, policy makers, researchers, and district leaders who will be
working with groups of teachers across several content areas. The course considers it essential that
school leaders and policy makers understand learning challenges, curriculum controversies, and historical
background that are specific to each content area. Second, the course is also intended for those with
experience or knowledge in one content area who seek to develop knowledge about teaching and learning
challenges in other content areas.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content pedagogy
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HGSE: Pedagogy team-based learning
HGSE: Pedagogy socratic discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Content teachers
HGSE: Competencies diagnose complex problems
HGSE: Content classroom instruction
HGSE: Content math
HGSE: Competencies collaborate
HGSE: Content history
HGSE: Pedagogy readings
HGSE: Competencies synthesize readings
HGSE: Content reading
HGSE: Pedagogy reflective writing
HGSE: Content learning and teaching
HGSE: Content instructional design
HGSE: Pedagogy small-group discussion
Education T018 Section: S01
Controversy in the Classroom: Debates On the Learning and Teaching of Math, Reading, and Science (224886)
Jon Star
2024 Fall (4 Credits)
Schedule:
T 0500 PM - 0525 PM
Instructor Permissions:
None
Enrollment Cap:
30
This course explores curricular and instructional debates about the learning and teaching of content areas
taught in elementary and secondary schools – particularly mathematics, reading, and science. For at least
the last 100 years, educators and educational researchers have continuously and vigorously argued about
the best ways to teach math, reading, and science. The field widely recognizes the importance of these
conversations and the centrality of consistency and clarity in how we conceptualize and advocate for the
learning of school subjects. Yet frequently these debates have escalated to a type of "war" (e.g., the math
wars, the reading wars) that plays out in both academia and in practice. In this course, we explore the
fundamental arguments that have occurred about the learning and teaching of mathematics, science, and
reading. We consider these debates theoretically, practically, and historically, looking mainly within the
United States but with some consideration of Asian perspectives as well. Although the primary emphasis of
the course will be on the learning and teaching of mathematics, science, and reading, students are
welcome to explore other school subjects in course papers and projects. There are two intended audiences
for this course. First, the course is designed for those who seek to develop broad knowledge about content
learning in schools, including teacher leaders, policy makers, researchers, and district leaders who will be
working with groups of teachers across several content areas. The course considers it essential that
school leaders and policy makers understand learning challenges, curriculum controversies, and historical
background that are specific to each content area. Second, the course is also intended for those with
experience or knowledge in one content area who seek to develop knowledge about teaching and learning
challenges in other content areas.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy reflective writing
HGSE: Competencies synthesize readings
HGSE: Content instructional design
HGSE: Content pedagogy
HGSE: Pedagogy socratic discussion
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content math
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HGSE: Content teachers
Course Search Attributes Display Only in Course Search
HGSE: Content history
HGSE: Content learning and teaching
HGSE: Content classroom instruction
HGSE: Pedagogy readings
HGSE: Competencies collaborate
HGSE: Competencies make a presentation
HGSE: Content reading
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy team-based learning
Education T022 Section: 1
How the Future of Work is Shaping the Future of Education (214445)
Peter Blair
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0445 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
The advent of automation, robotization, artificial intelligence, and the gig economy are key forces shaping
the future of work. The future of work, in turn, is shaping the demand for traditional education credentials,
like college degrees. Fortune 500 companies, such as, Apple, Google, and Microsoft, in fact, no longer
require Bachelor's degrees for incoming workers, opting instead to hire based on skills. In this course, we
will examine the technological changes that are driving the future of work and the future of education. We
will cover topics related to the history of education and technology, recent impacts of new technological
innovations, and responses by the education sector to provide new credentials, as well as new delivery
mechanisms for existing credentials. We will consider how the future of work and education alters the
social contract between technologists, firms, workers, educators, and policy makers.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education T085 Section: 1
Shaping Schools for Teacher Learning: Working with Peers as a Lever for System Improvement (224909)
Eva Flavia Martínez Orbegozo
2025 Spring (2 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Schools are learning spaces for students and workplaces for teachers. They are also places where teachers
learn and develop their skills. Research shows that school conditions such as school culture, principal
leadership, or collegial work, partly explain differences in how teachers improve throughout the years. One
key source for this school-based, on-the-job learning is the set of peers teachers work with in their schools.
While teaching is commonly perceived and conducted as a predominantly individual profession, collegiality
and teacher-to-teacher relations that break isolation in teaching practice have been proposed as levers for
teacher and school improvement. In this module we will investigate teacher practice and development
beyond a conceptualization of teachers as individual agents in the education system. Instead, we will
emphasize the embeddedness of their practice in the organizational contexts of schools, paying special
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attention to the role peer relations play in teacher development. The course will combine interactive
lectures, hands-on work with peers, sustained reflection, and practice-oriented assignments; and will use
complementary frameworks from literatures on workplace learning, organizational theory in schools,
teacher effectiveness, social networks and social capital, teaching as a profession, and institutional theory
and change in education. By the end of the module, students will be able to answer relevant questions for
future professional practice such as how schools function as learning spaces for teachers, what features
are relevant for learning-inducing relations, what changes are needed for schools to foster teacher on-the-
job development, and what challenges and limitations are implied.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education T127 Section: 01
Teaching and Learning Lab Practicum (203691)
William Wisser
2024 Fall (4 Credits)
Schedule:
R 0130 PM - 0300 PM
Instructor Permissions:
None
Enrollment Cap:
20
*Lottery-Based Enrollment* This project-based practicum provides students with the opportunity to
participate in the instructional design and development of curricular assets for online learning experiences
as part of HGSE's Teaching and Learning Lab (TLL). The TLL advances the teaching and impact
mission of HGSE through the creation - in close partnership with faculty members and teaching teams - of
innovative, research-based teaching assets and learning experiences. Examples of curricular assets
developed by students in the TLL Practicum may include teaching cases, role-plays and simulations, self-
paced modules, course elements, assessments, discussion protocols, and other resources for active
learning. Many students will have the opportunity to participate as part of the creative team that designed,
developed and supported the How People Learn course. Students will work in small groups in association
with learning design and technology experts within the TLL as they develop a capstone project that
demonstrates the application of learning design principles. The Practicum will include a mix of
asynchronous learning experiences, whole-group live sessions focused on weekly readings, guest
speakers, and project team meetings. Students will participate actively in group exploration, team-based
design and development on a TLL project, and individual inquiry related to a specific area of interest. Each
student will produce a culminating professionally relevant portfolio that highlights the application of
research-based principles to the production of learning experiences and assets.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy online and blended learning
HGSE: Competencies design a lesson
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy project-based learning
HGSE: Pedagogy design thinking
HGSE: Content learning and teaching
HGSE: Competencies collaborate
HGSE: Content instructional design
HGSE: Limited Enrollment HGSE IN PERSON COURSES
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HGSE: Content technology
HGSE: Content classroom instruction
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content pedagogy
HGSE: Pedagogy small-group discussion
HGSE: Competencies design an intervention
HGSE: Content higher education
HGSE: Content innovation
HGSE: Pedagogy multimedia projects
Education T127 Section: 01
Teaching and Learning Lab Practicum
(203691)
William Wisser
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0300 PM
Instructor Permissions:
Instructor
Enrollment Cap:
20
*Lottery-Based Enrollment* This project-based practicum provides students with the opportunity to
participate in the instructional design and development of curricular assets for online learning experiences
as part of HGSE's Teaching and Learning Lab (TLL). The TLL advances the teaching and impact
mission of HGSE through the creation - in close partnership with faculty members and teaching teams - of
innovative, research-based teaching assets and learning experiences. Examples of curricular assets
developed by students in the TLL Practicum may include teaching cases, role-plays and simulations, self-
paced modules, course elements, assessments, discussion protocols, and other resources for active
learning. Many students will have the opportunity to participate as part of the creative team that designed,
developed and supported the How People Learn course. Students will work in small groups in association
with learning design and technology experts within the TLL as they develop a capstone project that
demonstrates the application of learning design principles. The Practicum will include a mix of
asynchronous learning experiences, whole-group live sessions focused on weekly readings, guest
speakers, and project team meetings. Students will participate actively in group exploration, team-based
design and development on a TLL project, and individual inquiry related to a specific area of interest. Each
student will produce a culminating professionally relevant portfolio that highlights the application of
research-based principles to the production of learning experiences and assets.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content learning and teaching
HGSE: Content pedagogy
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy design thinking
HGSE: Content innovation
HGSE: Content higher education
HGSE: Content technology
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies design an intervention
HGSE: Competencies design a lesson
HGSE: Content classroom instruction
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy online and blended learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
HGSE: Content instructional design
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy project-based learning
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Blue Course Evaluations ALL
Education T127 Section: S01
Teaching and Learning Lab Practicum (203691)
William Wisser
2024 Fall (4 Credits)
Schedule:
T 0100 PM - 0125 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
*Lottery-Based Enrollment* This project-based practicum provides students with the opportunity to
participate in the instructional design and development of curricular assets for online learning experiences
as part of HGSE's Teaching and Learning Lab (TLL). The TLL advances the teaching and impact
mission of HGSE through the creation - in close partnership with faculty members and teaching teams - of
innovative, research-based teaching assets and learning experiences. Examples of curricular assets
developed by students in the TLL Practicum may include teaching cases, role-plays and simulations, self-
paced modules, course elements, assessments, discussion protocols, and other resources for active
learning. Many students will have the opportunity to participate as part of the creative team that designed,
developed and supported the How People Learn course. Students will work in small groups in association
with learning design and technology experts within the TLL as they develop a capstone project that
demonstrates the application of learning design principles. The Practicum will include a mix of
asynchronous learning experiences, whole-group live sessions focused on weekly readings, guest
speakers, and project team meetings. Students will participate actively in group exploration, team-based
design and development on a TLL project, and individual inquiry related to a specific area of interest. Each
student will produce a culminating professionally relevant portfolio that highlights the application of
research-based principles to the production of learning experiences and assets.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content classroom instruction
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy project-based learning
HGSE: Competencies design an intervention
HGSE: Limited Enrollment HGSE FLEXIBLE
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
HGSE: Content instructional design
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies design a lesson
HGSE: Content technology
HGSE: Content pedagogy
HGSE: Pedagogy design thinking
HGSE: Content higher education
HGSE: Content innovation
HGSE: Content learning and teaching
HGSE: Pedagogy online and blended learning
Education T138A Section: 1
Designing Curriculum for Schools (224676)
Eric Soto-Shed
2025 Spring (2 Credits)
Schedule:
W 0900 AM - 1145 AM
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Instructor Permissions:
Instructor
Enrollment Cap:
25
While curriculum is not a panacea, it is a powerful lever for the transformative impact schools can have on
students. This course delves into the art and science of curriculum design for the classroom, focusing on
creating engaging, impactful learning experiences within the constraints of traditional schooling. This class
is organized around the Backwards Design process (Wiggins and McTighe, 2004) where we explore the
parameters, pitfalls, and possibilities when developing goals, assessments, and learning experiences. We
will focus on unit planning because it offers a balance between granular and big-picture planning.
Participants will learn to design and evaluate curriculum, drawing on professional practices, theory, and
real-world examples. While the course primarily focuses on the US K-12 context, it is applicable to anyone
interested in curriculum design within any formal schooling context. This course is ideal for those seeking
to learn or deepen their understanding of curriculum design and backwards design as well as those who
have a specific school or school system in mind for applying these principles.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content curriculum development
HGSE: Pedagogy curriculum-design project
HGSE: Pedagogy project-based learning
HGSE: Pedagogy peer learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies develop a curriculum
All: Cross Reg Availability Available for Harvard Cross Registration
Education T202 Section: 01
Foundations of Schooling and Teaching
(181061)
Beth Simpson
2025 Spring (4 Credits)
Schedule:
TR 1030 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The purpose of this course is to engage in an in depth investigation of the work of teaching. The course is
designed for students who intend to enter the profession of teaching for the first time. Specifically,
students will look at teachers' work in relation to students, the curriculum, and the school and the policy
settings in which they are situated. This course strikes a balance between understanding focal topics from
a theoretical and empirical perspective and investigating them from a practical, more hands on approach.
The latter is achieved through the frequent use of case studies, videos of teaching practice, and reference
to students' experiences in classroom settings.
Permission of instructor required. Enrollment for this course may be limited. Preference given to
undergraduate students currently pursuing a secondary in Educational Studies or intending to pursue a
secondary in Educational Studies. Open to Ed.M. students. Enrollment procedure will be posted on the
course website
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Content teacher preparation
HGSE: Content learning differences
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content student achievement
HGSE: Have You Considered Have you Considered?
HGSE: Pedagogy case-method learning
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HGSE: Pedagogy reflective writing
HGSE: Content pedagogy
HGSE: Competencies develop curriculum
HGSE: Content disability/ableism
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Competencies improve teaching practice
HGSE: Content social justice
HGSE: Content gender
HGSE: Content assessment
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies write a case study
HGSE: Pedagogy simulation/role play
HGSE: Competencies manage classroom
HGSE: Content learning and teaching
HGSE: Content diversity equity inclusion
Education T210M Section: 1
Writing Workshop (181086)
Nancy Sommers
2025 Spring (2 Credits)
Schedule:
MTWR 0100 PM - 0330 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is designed for students who want to write more powerful, compelling, and thoughtful essays.
Through drafting, revising, and examining responses to their own written work, students will learn how to
persuade, inform, and delight readers. The best of today's essayists and bloggers draw on a long tradition
of essay writing, and this course will provide multiple opportunities to explore the lyrical and analytical
features of classic and contemporary essays. We'll study the means by which essays and essayists
insinuate themselves into our lives as readers and writers. Students will write each day and will participate
in small groups and workshops to discuss their writing.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy reflective writing
HGSE: Content arts
HGSE: Content values
HGSE: Pedagogy peer learning
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies analyze arguments
HGSE: Content identity
HGSE: Competencies collaborate
HGSE: Content language and literacy
HGSE: Content reading
Education T217 Section: 01
Designing K–12 Computer Science Learning Experiences
(181119)
Karen Brennan
2025 Spring (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
10
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From computational thinking to workforce arguments, there is considerable interest in and excitement
about including computer science education for all K–12 students. Yet, unlike other disciplines with a much
longer history in formal schooling, the interest in computer science education is not yet supported by
commensurate attention to research and teacher practice. In this course, we will examine the state of K-12
computing education: questioning its value, examining its history, and imagining and contributing to its
potential. The course will be organized as both a reading group and a lab, building a community of people
who are committed to K-12 CS education. Each week you will read classic and current research, and write
accompanying memos to document your evolving understandings of the field. Throughout the course,
either individually or with partners, you will develop an independent project that explores the design of K-
12 computer science learning experiences. Some examples of possible projects include: designing CS-
standalone or cross-curricular learning activities and curriculum, building a programming language for
novices, developing a research paper, critically analyzing policy documents such as curriculum
frameworks and standards from around the world, or contributing to current K-12 CS education research
initiatives. No auditors. Enrollment is limited. To participate in T217, please apply by Thursday, January 16
at 5pm to be considered. Application is available on the course website.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Blue Course Evaluations ALL
HGSE Cross-Listed Course HGSE Cross-Listed Course
All: Cross Reg Availability Available for Harvard Cross Registration
Education T232 Section: 01
Teaching Students Identified with (Dis)abilities in Inclusive Classrooms
(203567)
Ebony Perouse-Harvey
2024 Fall (4 Credits)
Schedule:
M 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Through this course, students develop a comprehensive understanding of the practices, policies, and
perspectives that shape the teaching of learners with diverse abilities in inclusive classrooms. In classroom
practice, students will engage readings, simulations, and exercises to learn and apply their growing
knowledge of learner variability to plan effective differentiated instruction and meet the needs of learners
both socially and academically in their classrooms. Through examining laws and policies, students
understand the identification process, the full range of disabilities and services, and how individual
education plans (IEPs) work. Students learn how to use Multi-Tier System of Supports (MTSS) such as
Response to Intervention (RtI) and Universal Design for Learning (UDL) to serve all learners. By reflecting
on different perspectives, students increase their own awareness of how beliefs and experiences impact
classroom decision making.
Restricted to TTL program students.
Class Notes: Enrollment in this course is limited to TTL students only.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
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Education T232 Section: 2
Teaching Students Identified with (Dis)abilities in Inclusive Classrooms (203567)
Ebony Perouse-Harvey
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Through this course, students develop a comprehensive understanding of the practices, policies, and
perspectives that shape the teaching of learners with diverse abilities in inclusive classrooms. In classroom
practice, students will engage readings, simulations, and exercises to learn and apply their growing
knowledge of learner variability to plan effective differentiated instruction and meet the needs of learners
both socially and academically in their classrooms. Through examining laws and policies, students
understand the identification process, the full range of disabilities and services, and how individual
education plans (IEPs) work. Students learn how to use Multi-Tier System of Supports (MTSS) such as
Response to Intervention (RtI) and Universal Design for Learning (UDL) to serve all learners. By reflecting
on different perspectives, students increase their own awareness of how beliefs and experiences impact
classroom decision making.
Restricted to TTL program students.
Class Notes: Enrollment in this course is limited to TTL students only.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
HGSE: Content disability/ableism
HGSE: Content diversity equity inclusion
HGSE: Competencies deliver instruction
HGSE: Competencies interpret laws
HGSE: Content universal design for learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy discussion sections
HGSE: Pedagogy curriculum-design project
HGSE: Competencies practice equity and inclusion
Education T238 Section: 1
Fieldwork Seminar
(224934)
Noah Heller
2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T238
Section: 2
Fieldwork Seminar
(224934)
HARVARD UNIVERSITY
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Rosette Cirillo
2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T238 Section: 3
Fieldwork Seminar (224934)
Ebony Perouse-Harvey
2025 Spring (2 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T250 Section: 01
Children with Learning and Developmental Differences
(218738)
Nadine Gaab
2025 Spring (4 Credits)
Schedule:
M 1000 AM - 1159 AM
Instructor Permissions:
Instructor
Enrollment Cap:
24
*Lottery-Based Enrollment* The duration of education is a strong predictor of health and longevity, but
approximately 1 in 5 children with learning or attention issues have long-lasting negative consequences
related to their academic, social, mental health, vocational, and economic outcomes. In the US, over 2
million students struggle with specific learning disabilities (SLD), which represents roughly 35% of all
students who receive special education services under the Individuals with Disabilities Education Act.
Children with a learning disability are less likely to complete high school or enroll in postsecondary
educational programs and have a heightened risk for developing mental health problems such as
depression or anxiety. Currently, SLDs are primarily identified and addressed within the education system;
however, these students also receive care and support outside of school and are members of various
community settings. A streamlined approach that informs the coordination of general education, special
education, clinical psychology, policymaking, advocacy, caregivers, and health professionals (e.g.,
pediatricians, speech-and language pathologists) is often absent and hinders the design of preventive
approaches, identification strategies, and service implementation. It further leads to a siloed approach for
care and policymaking, and a lack of community supports.
This course will provide a broad overview of learning disabilities and differences, including dyslexia,
dyscalculia, attention deficit/hyperactivity disorder, developmental language disorder, and autism spectrum
disorder, as well as the relevant policies and educational documentation for these learners. It will then
cover the professional stakeholders that should be involved in an evidence-based response to a learning
difference, and identify their unique knowledge base, toolset, developmental timeline, and communication
HARVARD UNIVERSITY
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strategies, both in the educational/professional environment and the community. Finally, we will focus on
barriers and challenges faced by children with learning differences in academic, professional, and
community settings. Throughout the course, students will be provided with research/evidence-based
content as well as case-based learning opportunities, practical examples, and guest speakers drawn from
the community. Class activities will include both synchronous and asynchronous learning activities led by
the instructor, along with breakout sessions overseen by the instructor and/or teaching fellows.
This course is divided into thirds and will cover: (1) a broad overview of learning disabilities, educational
policies, and service documentation; (2) stakeholders in academic and professional settings (including
their unique knowledge base, toolset, developmental timeline, and communication strategies), barriers
faced by children with learning differences in these settings, and existing solutions to these barriers; and
(3) stakeholders in community settings, barriers faced by individuals with learner differences in these
settings, and existing solutions to these challenges.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make policy recommendations
HGSE: Content child development
HGSE: Content universal design for learning
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies synthesize readings
HGSE: Content teacher preparation
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy multimedia projects
HGSE: Competencies assess cognitive challenges
HGSE: Content out-of-school time
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE Cross-Listed Course HGSE Cross-Listed Course
HGSE: Content community
HGSE: Content risk prevention/intervention
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy design thinking
HGSE: Content classroom instruction
Blue Course Evaluations ALL
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content disability/ableism
HGSE: Content learning differences
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Content advocacy
HGSE: Content assessment
HGSE: Content cognitive development
HGSE: Pedagogy field-based learning
Education T262A
Section: 01
Methods 1a, ELA
(220462)
Rosette Cirillo
2024 Summer (0 Credits)
Schedule:
MW 0500 PM - 0700 PM
MW 0200 PM - 0500 PM
HARVARD UNIVERSITY
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Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Class Notes: Summer Course Schedule:
June: Mon and Wed, 5:00-7:00pm, online, starts on 6/10
July: Mon and Weds, 2-5pm, in-person
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T262B Section: 01
Methods 1b, ELA (220463)
Rosette Cirillo
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T262C Section: 01
Methods 2: ELA (220825)
Rosette Cirillo
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Not Available for Cross Registration
Education T262D Section: 01
Methods 3: ELA (220833)
Rosette Cirillo
2025 Spring (2 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Blue Course Evaluations ALL
All: Cross Reg Availability Not Available for Cross Registration
Education T264A
Section: 01
Methods 1a, History (220464)
Eric Soto-Shed
2024 Summer (0 Credits)
Schedule:
MW 0500 PM - 0700 PM
MW 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This summer, History Methods 1 introduces you to a critical inquiry approach to teaching history where secondary
students are asked to "do history," analyze and critique inequities, explore joy in the past and present, imagine more
just futures, and take informed action. This course will prepare you to introduce concepts and skills central to this
justice-focused and disciplinary approach. Furthermore, this course will provide you with opportunities to explore,
articulate, and deepen your stance as a history teacher, as teaching can never be neutral.
Class Notes: Summer Course Schedule:
HARVARD UNIVERSITY
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June: Mon and Wed, 5:00-7:00pm, online, starts on 6/10
July: Mon and Weds, 2-5pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T264B Section: 01
Methods 1b, History (220465)
Eric Soto-Shed
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This summer History Methods 1 introduces you to a critical inquiry approach to teaching history where secondary
students are asked to "do history," analyze and critique inequities, explore joy in the past and present, imagine more
just futures, and take informed action. This course will prepare you to introduce concepts and skills central to this
justice-focused and disciplinary approach. Furthermore, this course will provide you with opportunities to explore,
articulate, and deepen your stance as a history teacher, as teaching can never be neutral.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T264C
Section: 01
Methods 2: History (216705)
Eric Soto-Shed
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
HARVARD UNIVERSITY
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HGSE: Limited Enrollment LIMITED ENROLLMENT
Education T264D Section: 1
Methods 3: History (223818)
Eric Soto-Shed
2025 Spring (2 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course continues to explore core aspects of teaching secondary social studies and history. Particular
focus is on unit design and the subsequent lesson planning necessary to support it. This includes the
examination of the intersection between students' learning needs, instructional goals, instructional
strategies and assessments, as well as establishing a positive and productive classroom environment, and
developing the reflective skills necessary to examine and improve upon practice.
A requisite for completion of this course is the passing of the Methods 2: Science. This course is limited to
and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T266A Section: 01
Methods 1a, Math (220458)
Noah Heller
2024 Summer (0 Credits)
Schedule:
MW 0500 PM - 0700 PM
MW 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Class Notes: Summer Course Schedule:
June: Mon and Wed, 5:00-7:00pm, online, starts on 6/10
July: Mon and Weds, 2-5pm, in-person
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
HARVARD UNIVERSITY
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Education T266B Section: 01
Methods 1b, Math (220459)
Noah Heller
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T266C
Section: 01
Methods 2: Math (220827)
Noah Heller
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
All: Cross Reg Availability Not Available for Cross Registration
Education T266D Section: 01
Methods 3: Math
(220835)
Jon Star
HARVARD UNIVERSITY
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2025 Spring (2 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of teaching that they will continue to examine in their
subsequent methods courses. Particular focus is on lesson planning (including the examination of the
intersection between students' learning needs, instructional goals, instructional strategies and
assessments), as well as establishing a positive and productive classroom environment, and developing
the reflective skills necessary to examine and improve upon practice. A requisite for completion of this
course is the passing of the A1 Gateway Assessment. This course is limited to and required for Teacher
Candidates in the Teaching and Teacher Leadership (TTL) Program
Additional Course Attributes:
Attribute Value(s)
Blue Course Evaluations ALL
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T268A
Section: 01
Methods 1a, Science (220460)
Victor Pereira
2024 Summer (0 Credits)
Schedule:
MW 0500 PM - 0700 PM
MW 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Our summer is dedicated to designing, adapting, and facilitating meaningful learning experiences. This is a course
where science teacher candidates will learn to plan and deliver science instruction to help middle school and high school
students to achieve science literacy regardless of background or circumstance. The course will discuss the issues of
social justice in the science classroom by exploring socioscientific issues. Teacher candidates will understand what it
means to teach and learn science and the application of the skill and content knowledge to personal, academic, and
career aspects. The course will use the Next Generation Standards to develop inquiry-based instruction that has
students learning through relevant and authentic experiences. The course will help teacher candidates determine the
criteria for assessing and analyzing students' attainments in science and the support and resources needed for students
to learn science.
Class Notes: Summer Course Schedule:
June: Mon and Wed, 5:00-7:00pm, online, starts on 6/10
July: Mon and Weds, 2-5pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T268B Section: 01
Methods 1b, Science (220461)
Victor Pereira
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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Our summer is dedicated to designing, adapting, and facilitating meaningful learning experiences. This is a course
where science teacher candidates will learn to plan and deliver science instruction to help middle school and high school
students to achieve science literacy regardless of background or circumstance. The course will discuss the issues of
social justice in the science classroom by exploring socioscientific issues. Teacher candidates will understand what it
means to teach and learn science and the application of the skill and content knowledge to personal, academic, and
career aspects. The course will use the Next Generation Standards to develop inquiry-based instruction that has
students learning through relevant and authentic experiences. The course will help teacher candidates determine the
criteria for assessing and analyzing students' attainments in science and the support and resources needed for students
to learn science.
Class Notes: Summer Course Schedule:
June: Mon and Wed, 5:00-7:00pm, online, starts on 6/10
July: Mon and Weds, 2-5pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T268C Section: 01
Methods 2: Science (220826)
Victor Pereira
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course introduces students to core aspects of secondary science teaching that they will continue to
examine in their subsequent methods courses. Particular focus is on lesson planning (including the
examination of the intersection between students' learning needs, instructional goals, instructional
strategies and assessments), as well as establishing a positive and productive classroom environment, and
developing the reflective skills necessary to examine and improve upon practice. A requisite for completion
of this course is the passing of the A1 Gateway Assessment. This course is limited to and required for
Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content action research
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies deliver instruction
HGSE: Pedagogy field-based learning
Education T268D Section: 01
Methods 3: Science (220834)
Victor Pereira
2025 Spring (2 Credits)
Schedule:
W 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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This course continues to explore core aspects of teaching secondary science. Particular focus is on lesson
planning (including the examination of the intersection between students' learning needs,
instructional goals, instructional strategies and assessments), as well as establishing a positive and
productive classroom environment, and developing the reflective skills necessary to examine and improve
upon practice. A requisite for completion of this course is the passing of the Methods 2: Science. This
course is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL)
Program.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies design a lesson
HGSE: Content instructional design
Course Search Attributes Display Only in Course Search
Blue Course Evaluations ALL
Education T271A Section: 01
Introduction to Fieldwork & Field Experience, A (ELA) (220470)
Rosette Cirillo
2024 Summer (0 Credits)
Schedule:
R 0500 PM - 0700 PM
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Cambridge-Harvard Summer Academy fieldwork provides candidates with supervised practice in the role of
a secondary or middle school teacher of ELA. Fieldwork, which is integrated into other required program
coursework, includes teaching and assuming other clearly defined instructional responsibilities in a
classroom, working closely with school practitioners, and participating in an advisory seminar. This course
is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person (at CRLS)
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T271B Section: 01
Introduction to Fieldwork & Field Experience, B (ELA) (220471)
Rosette Cirillo
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Cambridge-Harvard Summer Academy fieldwork provides candidates with supervised practice in the role of
a secondary or middle school teacher of ELA. Fieldwork, which is integrated into other required program
HARVARD UNIVERSITY
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8/27/2024 0:32 AM
coursework, includes teaching and assuming other clearly defined instructional responsibilities in a
classroom, working closely with school practitioners, and participating in an advisory seminar. This course
is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Education T273A Section: 01
Introduction to Fieldwork & Field Experience, A (History) (220472)
Eric Soto-Shed
2024 Summer (0 Credits)
Schedule:
R 0500 PM - 0700 PM
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Cambridge-Harvard Summer Academy fieldwork provides candidates with supervised practice in the role of
a secondary or middle school teacher of History. Fieldwork, which is integrated into other required program
coursework, includes teaching and assuming other clearly defined instructional responsibilities in a
classroom, working closely with school practitioners, and participating in an advisory seminar. This course
is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person (at CRLS)
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T273B
Section: 01
Introduction to Fieldwork & Field Experience, B (History) (220473)
Eric Soto-Shed
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Cambridge-Harvard Summer Academy fieldwork provides candidates with supervised practice in the role of
a secondary or middle school teacher of History. Fieldwork, which is integrated into other required program
coursework, includes teaching and assuming other clearly defined instructional responsibilities in a
classroom, working closely with school practitioners, and participating in an advisory seminar. This course
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is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T275A Section: 01
Introduction to Fieldwork & Field Experience, A (Math) (220466)
Noah Heller
2024 Summer (0 Credits)
Schedule:
R 0500 PM - 0700 PM
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Cambridge-Harvard Summer Academy fieldwork provides candidates with supervised practice in the role of
a secondary or middle school teacher of Math. Fieldwork, which is integrated into other required program
coursework, includes teaching and assuming other clearly defined instructional responsibilities in a
classroom, working closely with school practitioners, and participating in an advisory seminar. This course
is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person (at CRLS)
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T275B Section: 01
Introduction to Fieldwork & Field Experience, B (Math) (220467)
Noah Heller
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Cambridge-Harvard Summer Academy fieldwork provides candidates with supervised practice in the role of
a secondary or middle school teacher of Math. Fieldwork, which is integrated into other required program
coursework, includes teaching and assuming other clearly defined instructional responsibilities in a
classroom, working closely with school practitioners, and participating in an advisory seminar. This course
is limited to and required for Teacher Candidates in the Teaching and Teacher Leadership (TTL) Program.
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Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Education T277A Section: 01
Introduction to Fieldwork & Field Experience, A (Science) (220468)
Victor Pereira
2024 Summer (0 Credits)
Schedule:
R 0500 PM - 0700 PM
R 0200 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Fieldwork 1 (Summer) is a 4-credit course that combines a course seminar and a supervised teaching intensive to help
you prepare for and learn from your summer field experience. Fieldwork Seminar 1 will support teacher candidates'
work at Cambridge-Harvard Summer Academy (CHSA) by facilitating a preparation protocol for implementing
curriculum, analyzing and learning from student work, and tackling major themes in your early work as a pre-service
teacher. The seminar portion of this course is an extension of the day at CHSA and asks teacher candidates to reflect on
their teaching, analyze their impact on student learning, and learn from feedback from mentors, peers, and instructors.
It will also be a space for CHSA teaching teams to collaborate and prepare for teaching responsibilities throughout the
summer.
The summer fieldwork seminar is designed to help all teacher candidates consolidate learning in the field-based student
teaching experience at CHSA. During CHSA, teacher candidates implement methods of teaching explored in their
disciplinary methods courses. Fieldwork seminar is the opportunity to reflect on and make sense of the challenges
associated with implementation and to work together in discipline teams through problems of practice that arise during
the real work of teaching.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person (at CRLS)
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Course Evaluation Course Evaluation Exempt
Education T277B Section: 01
Introduction to Fieldwork & Field Experience, B (Science) (220469)
Victor Pereira
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
HARVARD UNIVERSITY
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Fieldwork 1 (Summer) is a 4-credit course that combines a course seminar and a supervised teaching intensive to help
you prepare for and learn from your summer field experience. Fieldwork Seminar 1 will support teacher candidates'
work at Cambridge-Harvard Summer Academy (CHSA) by facilitating a preparation protocol for implementing
curriculum, analyzing and learning from student work, and tackling major themes in your early work as a pre-service
teacher. The seminar portion of this course is an extension of the day at CHSA and asks teacher candidates to reflect on
their teaching, analyze their impact on student learning, and learn from feedback from mentors, peers, and instructors.
It will also be a space for CHSA teaching teams to collaborate and prepare for teaching responsibilities throughout the
summer.
The summer fieldwork seminar is designed to help all teacher candidates consolidate learning in the field-based student
teaching experience at CHSA. During CHSA, teacher candidates implement methods of teaching explored in their
disciplinary methods courses. Fieldwork seminar is the opportunity to reflect on and make sense of the challenges
associated with implementation and to work together in discipline teams through problems of practice that arise during
the real work of teaching.
Class Notes: Summer Course Schedule:
June: Thursday, 5:00-7:00pm, online, starts on 6/13
July: Thursday, 2:00-5:00pm, in-person
Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Education T331Y
Section: 01
School Instructional Leadership: Seminar and Practicum (223116)
Patrick Tutwiler
2024 Fall (2 Credits)
Schedule:
W 0600 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The ELOE School Leadership Pathway (SLP) creates and cultivates agents of change at the forefront of the
evolving educational landscape. Students develop the skills to be adaptive leaders of schools, of people,
and of learning. In doing so they acquire the skills to transform schools and organizations with a focus on
equity and inclusiveness for all learners. They are introduced to significant legal issues that have
implications for school leaders. Through coursework and internships, the program produces leaders
prepared to effect change and to energize stakeholders through it, to spearhead improvements in teaching
and learning, to manage efficient, effective, schools and organizations focused on equity, excellence, and
best practices, and to engage families and communities in school life.
The primary goal of this yearlong course is to prepare all students for the demands of school leadership.
The course will focus on four leadership standards:
• Instructional leadership
• Operational and managerial leadership
• Family and community engagement
• Professional culture
While the course will focus on conceptual frameworks and theory, it is a practice-based course. The course
is designed into four major units that mirror the four leadership standards. As a result, students will learn
to lead for instructional improvement and acquire the skills necessary to effectively lead people and
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organizations. Upon successful completion of this course, the 500-hour internship experience that
accompanies it, the core requirements of the School Leadership Pathway (SLP), and Performance
Assessments for Leaders (PALs), students may be eligible for the Massachusetts Department of
Elementary and Secondary Education principal/assistant principal license.
As part of this course students are expected to engage in the ongoing process of developing and refining
values and beliefs that support instructional improvement and high levels of learning for all students, to
understand and support best practices for sheltering content for and teaching academic language to
Multilingual Learners, and to increase their understanding of how individual schools operate within the
context of overarching district, charter, pilot, private and faith-based school goals for improved student
achievement.
This course is limited to students in the ELOE School Leadership Program.
Additional Course Attributes:
Attribute Value(s)
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
Education T392 Section: 1
Instructional Leadership
(224855)
Sarah Fiarman
2025 Spring (4 Credits)
Schedule:
T 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Teaching & Leading students interested in leadership are strongly encouraged to enroll in T392
Instructional Leadership. What is good teaching? What supports good teaching? In this course, we begin
by asking what K-12 students need to learn and then explore what educators can do to meet that goal. We
examine the conditions that support good teaching and then review / consider the strengths and
weaknesses of common strategies for improving instruction including coaching, collaborative learning
practices, analyzing data, and curriculum as professional development. We pay attention to the ways
various strategies can reinforce or disrupt inequities in student achievement and classroom power. As a
methods course, Instructional Leadership supports practitioners who will return to schools to apply what
they've learned. Classes are designed with activities to practice skills such as: regular analysis of teaching
(through video), small group work to align on quality, simulations of various improvement practices, and a
requirement to observe teaching in person in a school.
Instructional Leadership is 4-credits, and enrollment is restricted to those with at least 2 years of full-time
teaching experience.
The course is open to students in all programs and is strongly recommended for students enrolled in the
Teaching & Leading pathway of the Teaching and Teacher Leadership program. Limited enrollment.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Education T402 Section: 01
Designing Collaboration & Learning: Creating Conditions for Effective Teams, Groups, & Communities (181172)
Daniel Wilson
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2024 Fall (4 Credits)
Schedule:
F 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
35
Collaboration and learning in groups are essential elements of modern life. Whether it is a workplace team,
a school project group, or community task force, effective thinking and decision-making requires
collaborative learning. Particularly as groups increasingly face complex, urgent, and ambiguous
challenges. However obvious and appealing collaboration seems, the unfortunate reality is the experience
is often a frustrating and ineffective experience for many members. Very few groups do well at navigating
social and psychological conflicts that are important elements of collaboration. Many teams struggle to
share divergent ideas, work through differences, and learn from mistakes. While new technologies offer
affordances for remote collaboration and learning, few online groups do well at disagreeing and resolving
differences. Whether in person and/or online, even fewer groups break from routine behaviors, include new
voices, and craft new practices amidst urgency and uncertainty. Why is this and how can those who lead
learning environments design experiences that aid collaborative learning?
This course will familiarize participants with key research findings on the nature of learning and performing
effectively in groups. It explores key conditions that enable groups and their members to recognize and
successfully navigate inherent socio-psychological conflicts they will face when collaborating. Specifically,
the course examines tensions of certainty/doubt, vulnerability/competency, individual/collective identities,
and forms of power. It offers weekly occasions for participants to apply the concepts in practice by
designing and observing collaborative learning experiences. The course will examine and compare seminal
lessons culled from the classroom literature (e.g. research on cooperative learning, peer-to-peer teaching,
etc.), teacher and leader development, and the wider field of team learning and performance (e.g. concepts
such as psychological safety, conflict resolution in groups, social facilitation, etc.). Each week will focus on
real-world examples of students learning in groups, teachers collaborating in teams, or illustrative cases
from other contexts such as musical groups, hospital teams, athletic teams and emergency responders.
Participants will apply the course concepts by writing an analytic paper and design a final project that
document and closely critique group learning in action. In sum, students will build an awareness of key
insights so they can better diagnosis and support group collaboration and learning in a variety of contexts.
Permission of instructor required. Enrollment is limited to 35. Ed.M. students in the Learning and Teaching
Program given preference. Students from other programs and schools are welcome. Enrollment procedure
will be posted on the course website.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies design an intervention
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy team-based learning
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Content group dynamics
HGSE: Pedagogy reflective writing
HGSE: Competencies facilitate group process
HGSE: Competencies synthesize readings
HGSE: Content psychology
HGSE: Have You Considered Have you Considered?
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies write a research/analytic paper
HGSE: Competencies design a lesson
HGSE: Competencies engage in difficult conversations
HGSE: Competencies make a presentation
HGSE: Competencies collect qualitative data
HGSE: Content teams
HGSE: Content leadership
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Education T402
Section: S01
Designing Collaboration & Learning: Creating Conditions for Effective Teams, Groups, & Communities (181172)
Daniel Wilson
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
Instructor
Enrollment Cap:
35
Collaboration and learning in groups are essential elements of modern life. Whether it is a workplace team,
a school project group, or community task force, effective thinking and decision-making requires
collaborative learning. Particularly as groups increasingly face complex, urgent, and ambiguous
challenges. However obvious and appealing collaboration seems, the unfortunate reality is the experience
is often a frustrating and ineffective experience for many members. Very few groups do well at navigating
social and psychological conflicts that are important elements of collaboration. Many teams struggle to
share divergent ideas, work through differences, and learn from mistakes. While new technologies offer
affordances for remote collaboration and learning, few online groups do well at disagreeing and resolving
differences. Whether in person and/or online, even fewer groups break from routine behaviors, include new
voices, and craft new practices amidst urgency and uncertainty. Why is this and how can those who lead
learning environments design experiences that aid collaborative learning?
This course will familiarize participants with key research findings on the nature of learning and performing
effectively in groups. It explores key conditions that enable groups and their members to recognize and
successfully navigate inherent socio-psychological conflicts they will face when collaborating. Specifically,
the course examines tensions of certainty/doubt, vulnerability/competency, individual/collective identities,
and forms of power. It offers weekly occasions for participants to apply the concepts in practice by
designing and observing collaborative learning experiences. The course will examine and compare seminal
lessons culled from the classroom literature (e.g. research on cooperative learning, peer-to-peer teaching,
etc.), teacher and leader development, and the wider field of team learning and performance (e.g. concepts
such as psychological safety, conflict resolution in groups, social facilitation, etc.). Each week will focus on
real-world examples of students learning in groups, teachers collaborating in teams, or illustrative cases
from other contexts such as musical groups, hospital teams, athletic teams and emergency responders.
Participants will apply the course concepts by writing an analytic paper and design a final project that
document and closely critique group learning in action. In sum, students will build an awareness of key
insights so they can better diagnosis and support group collaboration and learning in a variety of contexts.
Permission of instructor required. Enrollment is limited to 35. Ed.M. students in the Learning and Teaching
Program given preference. Students from other programs and schools are welcome. Enrollment procedure
will be posted on the course website.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content psychology
HGSE: Pedagogy simulation/role play
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content group dynamics
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies facilitate group process
HGSE: Pedagogy team-based learning
HGSE: Competencies write a case study
HGSE: Content teams
HGSE: Content leadership
All: Cross Reg Availability Available for Harvard Cross Registration
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Education T406
Section: 01
Educating Incarcerated Youth: Practice, Research, Policy, and Advocacy (213479)
Lynette Tannis
2024 Fall (4 Credits)
Schedule:
W 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
16
*Lottery-Based Enrollment* Our nation's youth who are incarcerated are arguably our most disenfranchised
population. They are disproportionately children of color, children with special needs, children living in poverty, and
children who identify as LGBTQIA+ or non-conforming. Many of them dropped out – or were forced out of school and
funneled through the school-to-prison pipeline. Each year, more than 450,000 cases are heard throughout our nation's
juvenile courts. Depending on a person's age and nature of the offense, some children are automatically transferred to
an adult court and serve their time in adult facilities. Due to a primary institutional focus on safety and security, children
who need education as a means to lead productive lives and to positively contribute to society often receive little
exposure to high-quality education programs. What must we do to ensure the opportunity gap these children face does
not continue to persist? The premise of this course is that educators, researchers, policy makers, and advocates are
prepared to: work effectively with, support, and/or advocate for this disadvantaged and often ignored population. This
course provides a lens for examining our nation's juvenile justice educational settings, practical tools for teaching and
leading in institutional settings, and a space for urgent dialogue about how we, as a society, will address the learning
needs and equitable treatment of marginalized youth. Students will participate in a field visit to a juvenile justice facility
and reflect on effective educational practices for the youth who are incarcerated. This course fulfills the Equity &
Opportunity elective requirement of the Equity & Opportunity Foundations experience by: (1) studying and discussing
incarceration's historical contexts (Historical & Contemporary Understanding); (2) understanding how systems
structure opportunity and (in)equities (Structural Understanding); (3) examining how systems vary across regional or
cultural contexts (Comparative Perspective); (4) reflecting on individual identities, intersections, and commitments to
participate in advancing justice (Personal Responsibility); and, (5) identifying and incorporating advocacy strategies
(Strategies for Action). HGSE students wishing to take this course must enroll in the lottery. All other Harvard
affiliated students interested in taking this course must email [email protected] to ensure you are added to the
lottery.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Competencies make policy recommendations
HGSE: Competencies E&O Electives
HGSE: Content policy
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy socratic discussion
HGSE: Content advocacy
HGSE: Pedagogy research project
HGSE: Pedagogy reflective writing
HGSE: Pedagogy readings
HGSE: Competencies write a policy memo
HGSE: Competencies practice equity and inclusion
HGSE: Competencies engage in difficult conversations
HGSE: Competencies synthesize readings
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy lecture
HGSE: Content lgbtq
HGSE: Content race/ethnicity
HGSE: Pedagogy small-group discussion
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HGSE: Competencies write a research/analytic paper
HGSE: Competencies develop research questions
HGSE: Content law
HGSE: Content system-level leadership
HGSE: Content mental health
HGSE: Content diversity equity inclusion
HGSE: Content innovation
HGSE: Content classroom instruction
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy field-based visit(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education T408 Section: 01
Evaluating Impact at Scale Through Equity, Evidence, and Ecosystem (220679)
David Dockterman
2024 Fall (4 Credits)
Schedule:
WR 1030 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
30
*Lottery-based Enrollment* T408 exposes the complexities of innovating for impact in education and how a
more collaborative and inclusive approach can yield more equitable interventions and results. In this
course, educational impact innovation refers to the development and implementation of novel approaches,
strategies, and technologies aimed at addressing educational challenges while actively promoting equity.
Through a series of panel conversations with leaders in education impact innovation, often through
technology, students will explore the tangible and real-world challenges that organizations confront as they
attempt to disrupt inequities in education. Applying the lenses of equity, evidence, and ecosystem,
students will learn to view and evaluate the potential of funders and organizations to drive and sustain
learning impact at scale. By the end of the course, students will have a better sense of where, in the larger
ecosystem, to focus their individual future contributions to activate impact.
This course fulfills the Equity & Opportunity elective requirement for Ed.M. students. Enrollment limited to
30 students.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a case study
HGSE: Content entrepreneurship
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy case-method learning
HGSE: Competencies understand data
HGSE: Competencies analyze quantitative data
HGSE: Competencies synthesize readings
HGSE: Competencies E&O Electives
HGSE: Content strategic planning
HGSE: Pedagogy reflective writing
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Competencies analyze arguments
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content scaling
HGSE: Pedagogy socratic discussion
HGSE: Pedagogy readings
HGSE: Competencies practice equity and inclusion
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HGSE: Content fundraising
HGSE: Pedagogy small-group discussion
HGSE: Content diversity equity inclusion
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies diagnose complex problems
HGSE: Competencies think strategically
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies analyze qualitative data
HGSE: Content social justice
HGSE: Content innovation
Education T412 Section: 01
Learning in the Museum: Pedagogies in Practice (220689)
Jen Thum
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
20
Museums are spaces for learners of all kinds to question, wonder, investigate, discuss, and build practical
and analytical skills. Based in the diverse, world-class collections at the Harvard Art Museums, this
practice-based course explores a variety of strategies for object-based teaching and learning, while taking
a critical approach to these pedagogies. We will read key scholarship on a range of methods for teaching
with art and other objects, and then model and assess those methods ourselves. With the Art Museums as
our home base, we will explore what museum education can look like for various types of learners and
imagine creative ways to engage them longer and more deeply. Course activities will include field-testing
and reflecting on various museum learning strategies at the Harvard Art Museums; field trips to other
institution types (e.g. natural history and science museums); active discussions; and group work to design
hypothetical learning experiences. Readings on theories and methods in museum pedagogy, with particular
emphasis on art museum pedagogy, will form the basis of our inquiries. The final project will be for
students to design, propose, and facilitate portions of a museum-based learning experience.
Please note that this course enrolls students by instructor permission only, and admission is fairly
competitive. Please see the course Canvas page for instructions on how to apply for this course.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content learning and teaching
HGSE: Pedagogy case-method learning
HGSE: Pedagogy team-based learning
HGSE: Pedagogy readings
HGSE: Competencies improve teaching practice
HGSE: Competencies synthesize readings
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy field-based learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies design a lesson
HGSE: Content arts
HGSE: Content pedagogy
HGSE: Pedagogy project-based learning
HGSE: Pedagogy field-based visit(s)
HGSE: Content informal learning
HGSE: Content museums
HGSE: Pedagogy experiential learning
HGSE: Competencies collaborate
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HGSE: Content culture
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content community
HGSE: Content instructional design
Blue Course Evaluations ALL
Education T418
Section: 01
Education in Uncertainty (220719)
Sarah Dryden-Peterson
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0245 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This course is an action-oriented introduction to theory and practice toward socially just education that
enables all young people to thrive in settings of uncertainty. As a learning community, we will: (1)
Investigate the theoretical foundations of education in uncertainty; (2) Analyze experiences of teachers and
students in diverse settings of uncertainty including conflict, migration, and inequality; and (3) Learn how
to use these theories and experiences toward policies, curricula, pedagogies, and relationships that allow
young people to learn, to belong, and create their futures.
Our learning will be supported by readings, case-based discussions, conversations with people working in
schools and communities, and modeling of teaching and learning that embodies realism about the
inequalities and harms that surround young people in uncertainty and critical hope toward the creation of
different kinds of futures.
This course includes the opportunity to explore the core ideas of the course through a semester-long
project through which you will explore people, practices, and policies that facilitate young people in
navigating uncertainty and disrupting inequities and deepen your research, writing, and policy analysis
skills.
Each week of the course includes a full group class session and a small group tutorial. We meet as a full
class on Tuesdays (1:30-2:45pm) and on Thursdays (choice of either 12-1:15pm or 1:30-2:45pm).
This course fulfills the Equity & Opportunity elective requirement of the Equity & Opportunity Foundations
experience. Following the foundational learning in August Identity in Context courses, these electives build
students' historical and contemporary understanding, structural understanding, personal responsibility,
and strategies for action.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Competencies E&O Electives
HGSE: Content refugees
HGSE: Pedagogy project-based learning
HGSE: Content social contexts
HGSE: Content pedagogy
HGSE: Pedagogy discussion sections
HGSE: Pedagogy reflective writing
HGSE: Content diversity equity inclusion
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies diagnose complex problems
HGSE: Competencies develop a theory of action
HGSE: Content relationships
HGSE: Pedagogy case-method learning
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HGSE: Competencies make a presentation
HGSE: Competencies practice equity and inclusion
HGSE: Content social justice
HGSE: Pedagogy multimedia texts
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy field-based learning
HGSE: Competencies engage in difficult conversations
HGSE: Content immigration
HGSE: Content global/international context
HGSE: Competencies analyze arguments
HGSE: Competencies synthesize readings
HGSE: Pedagogy readings
Education T419 Section: 01
Reading Group: Learning In and From Nature (220727)
Noah Heller
2025 Spring (1 Credits)
Schedule:
TBD
Instructor Permissions:
None
Enrollment Cap:
n/a
This reading group explores some of the unique educational opportunities that are afforded through direct
and indirect experiences of nature. Reading a broad range of texts in conjunction with experiential learning
activities in local natural environments, participants will reflect on their own relationship to learning in and
from nature, review relevant academic and health interventions in nature, and consider how to design and
facilitate place-based learning experiences across multiple contexts. After establishing a common
research base and theoretical basis for our inquiry, we will learn together through shared texts and
experiences. Whether discovering mathematical patterns during a walk around campus, discussing Henry
David Thoreau on the edge of Walden Pond, building natural sculptures in the tradition of Andy
Goldsworthy, or reading Joy Harjo under a tree in the Arnold Arboretum, this seminar is designed for
educators to share and deepen their educational practices in the natural environment by putting selected
literature in conversation with nature itself.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Blue Course Evaluations ALL
Education T421 Section: 01
Arts & Learning Practicum
(220731)
Louisa Penfold
2025 Spring (2 Credits)
Schedule:
M 1030 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
12
Students will undertake a field-based practicum in a learning setting - such as a local school, early
childhood center, museum, or community-based organization - where they will plan and facilitate arts
experiences with and for communities. Students will also attend weekly workshops where they can share
documentation, discuss learnings, and engage in collective reflective inquiry. These discussions will
encourage reflection on the practices, expectations, and beliefs we bring to the creative practice of arts
education, the design of learning environments, and the vision for the work that we do. By gaining field
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experience and developing new perspectives, students will examine their creative practice in a deep and
intentional way. Partner organizations include:
● Boston Public Schools
● Harvard University Art Museums
● Boston Children's Museum
● Other local arts organizations (TBD)
Students are also welcome to organize their own practicum in consultation with the teaching team. Two or
four credit options are available. Students earning 4 credits are expected to commit 8 hours per week of
practical work for a full semester plus attend the weekly reflection workshop. Students earning two credits
are expected to commit 3-4 hours a week of practical work for a full semester or 8-10 hours a week for a half
semester plus attendance at the weekly reflection workshop. A learning contract is developed between the
student and a site supervisor then approved and assessed by the faculty advisor.
T421 has a limited enrollment of 12 students. Preference will be given to those students enrolled in the Arts
and Learning concentration. Instructor permission required to enroll.
Course Notes:
Student Assessment
Participation in on-site field work
Participation in weekly in-class reflective workshops at HGSE
Weekly reflective journal entries
Class Notes: Questions to answer in the application to enroll:
1. Are you currently enrolled in the Arts & Learning Concentration?
2. What are your personal learning goals for this course?
3. This class requires students to:
- Undertake 80-90 hours of practicum activities (4 credits) or 40-45
hours of practicum activities (2 credits) at your host site throughout
the semester
- Organize your own transportation to/from your practicum site
- Attend and actively participate in weekly 1.5 hour classes in-person at
HGSE to discuss and reflect on their practicum experiences
Do you foresee any issues with fulfilling these requirements? YES/NO
4. If accepted into the course, it is recommended that you undertake
one of the pre-arranged practicum projects at a local school, museum,
or community-based organization. If you plan to organize your own
practicum project, please briefly outline your proposed project below:
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies design a lesson
HGSE: Content arts
HGSE: Content professional development
HGSE: Pedagogy internship
HGSE: Competencies deliver a lesson
HGSE: Competencies develop curriculum
HGSE: Content learning and teaching
HGSE: Content community
HGSE: Pedagogy small-group discussion
Blue Course Evaluations ALL
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HGSE: Competencies make a presentation
HGSE: Content action research
Course Search Attributes Display Only in Course Search
HGSE: Pedagogy experiential learning
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content career development
HGSE: Content decision-making
HGSE: Competencies collaborate
HGSE: Content museums
HGSE: Pedagogy field-based learning
Education T422 Section: 1
Designing Intercultural Learning Experiences (220797)
Liz Duraisingh
2024 Fall (2 Credits)
Schedule:
R 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Classrooms comprised of students from different cultural backgrounds. Online learning spaces that
connect students from around the world. In-person or online encounters with unfamiliar cultures or
communities. In an age that feels increasingly connected yet divided, how can educators design learning
experiences that invite learners to develop more nuanced understandings of the concept of culture and
different cultures including their own? And how might learners be supported to develop the curiosity,
capacity, and inclination to engage in meaningful intercultural dialogue? Drawing in particular from Project
Zero's decade-long The Open Canopy project (until recently known as Out of Eden Learn), this hands-on
module introduces principles and tools for designing powerful in-person and online intercultural learning
opportunities for learners of all ages. It also introduces some theoretical background for thinking critically
and carefully about intercultural or globally minded education initiatives and the ways in which they
intersect--or do not--with efforts to strive for equity and justice in education.
Class Notes: This course does not clash with S510F Qualitative Methods in Practice,
which is taught by the same instructor and meets on alternate
Thursdays. The sessions for this course will be held on Sept 12, Sept
26, Oct 10, Oct 24, Nov 7, and Nov 21.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content instructional design
HGSE: Competencies develop a curriculum
HGSE: Content global/international context
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy curriculum-design project
HGSE: Competencies collaborate
HGSE: Pedagogy peer learning
HGSE: Content pedagogy
HGSE: Pedagogy readings
HGSE: Pedagogy experiential learning
HGSE: Competencies analyze qualitative data
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content culture
HGSE: Pedagogy reflective writing
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Education T422 Section: S01
Designing Intercultural Learning Experiences (220797)
Liz Duraisingh
2024 Fall (2 Credits)
Schedule:
T 0930 AM - 0955 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
Classrooms comprised of students from different cultural backgrounds. Online learning spaces that
connect students from around the world. In-person or online encounters with unfamiliar cultures or
communities. In an age that feels increasingly connected yet divided, how can educators design learning
experiences that invite learners to develop more nuanced understandings of the concept of culture and
different cultures including their own? And how might learners be supported to develop the curiosity,
capacity, and inclination to engage in meaningful intercultural dialogue? Drawing in particular from Project
Zero's decade-long The Open Canopy project (until recently known as Out of Eden Learn), this hands-on
module introduces principles and tools for designing powerful in-person and online intercultural learning
opportunities for learners of all ages. It also introduces some theoretical background for thinking critically
and carefully about intercultural or globally minded education initiatives and the ways in which they
intersect--or do not--with efforts to strive for equity and justice in education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Content instructional design
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies develop a curriculum
HGSE: Content pedagogy
HGSE: Pedagogy curriculum-design project
HGSE: Pedagogy experiential learning
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy peer learning
HGSE: Pedagogy readings
HGSE: Competencies collaborate
HGSE: Content culture
HGSE: Content global/international context
HGSE: Competencies analyze qualitative data
Education T423
Section: 1
Urban Education and the Pursuit of Joy, Healing, and Flourishing
(224203)
Shawn Ginwright
2024 Fall (4 Credits)
Schedule:
T 0300 PM - 0545 PM
Instructor Permissions:
Instructor
Enrollment Cap:
20
What is the role of urban education when confronted with human suffering? How can educators actively
engage in addressing the enduring forms of inequality that disproportionately affect black and brown
communities? Furthermore, how do we incorporate joy, healing, and flourishing into the context of urban
community life? This course explores the pivotal role of joy, healing, and flourishing amidst the backdrop
of urban poverty and its resulting impact on black and brown communities. It is firmly rooted in Dr. Shawn
Ginwright's work on Healing Centered Engagement, a culturally based and asset-driven approach that
promotes individual, interpersonal and institutional healing and change. This approach actively fosters
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individual, interpersonal, and institutional healing and transformation. The course is thoughtfully crafted to
elicit and expand upon the social-emotional, cognitive, and applied domains of learning. Through the
analysis of compelling case studies, thought-provoking readings, immersive experiential activities, and
enriching discussions, this course delves into how urban schools and communities can be reimagined as
havens for the transformation of trauma and harm into havens of joy, healing, and flourishing. Please note
that this course is limited enrollment. Application procedures will be shared by the instructor on the
homepage of the course website.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Education T427M Section: 1
Teaching and Learning in the U.S. and China: Becoming a More Culturally Competent Educator (224754)
Liao Cheng
2024 Fall (2 Credits)
Schedule:
R 0430 PM - 0715 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Education is a universal human activity, but it takes myriad forms depending on the cultural context. When
immersed in our own educational experiences and cultural backgrounds, we easily overlook cross-cultural
variation and inaccurately generalize our own experiences to people in different cultures. It is therefore
important to adopt a comparative approach and examine how teaching and learning are understood and
practiced in different cultures. This not only allows us to appreciate cross-cultural diversity and
universalities, but also prompts us to reflect on how our own teaching and learning practices have been
shaped by our backgrounds and experiences.
In this course, we will examine beliefs and practices related to teaching and learning in the U.S. and China.
We will investigate how cultural values and educational systems influence pedagogical approaches,
teacher-student relationships, and students' academic achievement and wellbeing. This investigation will
facilitate a critical reflection on our own assumptions about teaching and learning and expand our
understanding of possible pedagogical approaches. We will also discuss strategies to cater to the needs of
students from diverse cultural backgrounds.
This course is designed to help students achieve the following learning goals:
1. Broaden your perspective on the diversity of teaching and learning practices across cultures,
2. Cultivate a nuanced understanding of the interplay between culture and education, and
3. Learn effective strategies to support students from diverse cultural backgrounds as educators.
This course is open to all students and requires no prerequisites. We welcome and encourage students
from all cultural and professional backgrounds to enroll and bring their experiences and perspectives.
You may find this course particularly beneficial if you are interested in understanding teaching and learning
from a cross-cultural perspective, expanding your repertoire of teaching approaches, or understanding the
complexities of various cultures and fostering cross-cultural empathy and dialogue.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies deliver instruction
HGSE: Content learning and teaching
HGSE: Content global/international context
HGSE: Pedagogy lecture
HGSE: Pedagogy socratic discussion
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HGSE: Content teachers
HGSE: Content pedagogy
HGSE: Content classroom instruction
HGSE: Pedagogy case-method learning
HGSE: Competencies make a presentation
HGSE: Content culture
HGSE: Competencies deliver a lesson
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies design a lesson
HGSE: Competencies improve teaching practice
HGSE: Competencies conduct an interview
HGSE: Content philosophy
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration
Education T427M Section: S01
Teaching and Learning in the U.S. and China: Becoming a More Culturally Competent Educator (224754)
Liao Cheng
2024 Fall (2 Credits)
Schedule:
T 0230 PM - 0255 PM
Instructor Permissions:
None
Enrollment Cap:
30
Education is a universal human activity, but it takes myriad forms depending on the cultural context. When
immersed in our own educational experiences and cultural backgrounds, we easily overlook cross-cultural
variation and inaccurately generalize our own experiences to people in different cultures. It is therefore
important to adopt a comparative approach and examine how teaching and learning are understood and
practiced in different cultures. This not only allows us to appreciate cross-cultural diversity and
universalities, but also prompts us to reflect on how our own teaching and learning practices have been
shaped by our backgrounds and experiences.
In this course, we will examine beliefs and practices related to teaching and learning in the U.S. and China.
We will investigate how cultural values and educational systems influence pedagogical approaches,
teacher-student relationships, and students' academic achievement and wellbeing. This investigation will
facilitate a critical reflection on our own assumptions about teaching and learning and expand our
understanding of possible pedagogical approaches. We will also discuss strategies to cater to the needs of
students from diverse cultural backgrounds.
This course is designed to help students achieve the following learning goals:
1. Broaden your perspective on the diversity of teaching and learning practices across cultures,
2. Cultivate a nuanced understanding of the interplay between culture and education, and
3. Learn effective strategies to support students from diverse cultural backgrounds as educators.
This course is open to all students and requires no prerequisites. We welcome and encourage students
from all cultural and professional backgrounds to enroll and bring their experiences and perspectives.
You may find this course particularly beneficial if you are interested in understanding teaching and learning
from a cross-cultural perspective, expanding your repertoire of teaching approaches, or understanding the
complexities of various cultures and fostering cross-cultural empathy and dialogue.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies improve teaching practice
HGSE: Content teachers
HGSE: Content learning and teaching
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HGSE: Pedagogy guest speaker(s)
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content culture
HGSE: Content pedagogy
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content classroom instruction
Course Search Attributes Display Only in Course Search
HGSE: Content global/international context
HGSE: Pedagogy socratic discussion
HGSE: Competencies deliver instruction
HGSE: Competencies conduct an interview
HGSE: Content philosophy
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Competencies make a presentation
HGSE: Competencies deliver a lesson
HGSE: Competencies design a lesson
Education T428M
Section: 1
Designing Learning Places (222006)
Daniel Wilson
2025 Spring (2 Credits)
Schedule:
MTWRF 0900 AM - 1200 PM
MTWRF 0100 PM - 0400 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Learning unfolds within and across places, whether within school classrooms, across small outdoor tables,
in virtual chat rooms, or on quiet library couches. Such places contain various locations, spaces and
objects that mediates meaning-making, such as classrooms, furniture to focus and tools to assist thinking
and expression. Other elements, such as surfaces, lighting, temperature, colors and acoustics can combine
to create a sense of safety and calm. Or they can mix in jarring and disruptive ways that undercut
learning. How can places be better designed with learning in mind? This course explores the intersection of
contemporary theories of learning, pedagogy and spatial design. Students will explore research studies,
cases, and Boston-area examples of places with architectural affordances for learning, such as co-
constructing knowledge, encountering different perspectives, practicing skills, and getting feedback. While
physical environments will be the primary focus, the course will allow opportunities for students to explore
and apply lessons from and to digital and hybrid learning spaces. The course aims to provide students with
frameworks for conceptualizing, processes for designing, and tools to facilitate and assess effective
learning environments.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies diagnose complex problems
HGSE: Competencies collect qualitative data
HGSE: Content social contexts
Course Search Attributes Display Only in Course Search
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy lab sessions
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HGSE: Content learning theory
HGSE: Competencies design a school
HGSE: Pedagogy team-based learning
HGSE: Pedagogy field-based visit(s)
HGSE: Content organizations
HGSE: Content innovation
HGSE: Pedagogy design thinking
Education T435 Section: 1
Designing Interactives (224853)
Christine Reich
2024 Fall (4 Credits)
Schedule:
F 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
60
*Lottery-Based Enrollment* Interactive learning is a dynamic instructional strategy that leverages learners'
interactions with designed experiences, educators, and each other to facilitate meaningful engagement.
Once considered the purview of early childhood education (and often called "learning-by-doing"),
interactive learning is now recognized as an effective strategy for individuals of all ages (children and
adults) and for use in a range of contexts (such as K-16 classrooms, corporate trainings, museums,
libraries, media, and gaming). As the use of interactive learning has become more ubiquitous, so has our
understanding of what makes interactive learning effective and for whom. Emerging technologies have also
opened new possibilities for interactive learning that is more immersive, personal, and collaborative.
Through this course, students will experience interactive learning in different learning environments, and
explore how the experience design connects to underlying theories, pedagogies, and educational goals.
They will also develop a prototype interactive learning experience, while exploring concepts such as goal
setting, strategies for motivating action, cognitive and emotional engagement, evaluation, and designing
for inclusion. In the end, students will have a prototype learning experience they can add to their portfolio,
as well as an understanding of how to design impactful and meaningful interactive learning experiences
that engage a broad range of learners.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content learning theory
HGSE: Content informal learning
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy curriculum-design project
HGSE: Competencies think strategically
HGSE: Content instructional design
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Pedagogy readings
HGSE: Competencies design a lesson
HGSE: Content out-of-school time
HGSE: Pedagogy design thinking
HGSE: Competencies develop a curriculum
HGSE: Limited Enrollment XREG Allowed
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Education T446 Section: 1
Leading Workplace Learning (223023)
Daniel Wilson
2024 Fall (2 Credits)
Schedule:
R 1030 AM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
How do corporations, start-ups, non-profits, and other organizations effectively support learning in the
workplace? What are the guiding theories, concepts and practices of workplace learning? Success in today's global,
distributed and high-velocity environments require organizations to prioritize learning and development in order to
adapt. In response, organizations have increasingly added new roles, such as Chief Learning Officers, that develop and
oversee a variety of learning experiences and programs - ranging from leadership and talent development, change
management, onboarding, and communities of practice. Each of these aims to support development, change and
innovation in the workplace. This module will explore how leaders at all levels effectively design and support individual,
group and organizational learning in contemporary workplaces.
In this module students will explore the nature of workplace learning, the learning theories on which experiences and
programs are built (e.g., social learning theory, adult development, situated learning, etc.), and key research-based
concepts that enable their success (e.g., psychological safety, informal learning, self-determination, etc.). Students will
engage with organizational learning leaders and learn from a variety of examples from real organizations that excel at
embedding learning into workplaces. The course will offer opportunities to meet and discuss challenges of workplace
learning with leaders involved in Project Zero's Learning Innovations Lab (LILA). For over twenty-five years, the
LILA research project has convened leaders of learning from sectors such as health care, technology, manufacturing,
finance, education, government, pharmaceuticals, and transportation.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy guest speaker(s)
HGSE: Content learning theory
HGSE: Competencies make a presentation
HGSE: Competencies diagnose complex problems
HGSE: Competencies design an intervention
HGSE: Content organizations
HGSE: Content professional development
HGSE: Content informal learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Pedagogy project-based learning
HGSE: Competencies analyze arguments
HGSE: Content adult development
HGSE: Pedagogy reflective writing
HGSE: Pedagogy readings
HGSE: Content career development
Education T446 Section: S01
Leading Workplace Learning (223023)
Daniel Wilson
2024 Fall (2 Credits)
Schedule:
T 0200 PM - 0225 PM
Instructor Permissions:
None
Enrollment Cap:
30
How do corporations, start-ups, non-profits, and other organizations effectively support learning in the
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workplace? What are the guiding theories, concepts and practices of workplace learning? Success in today's global,
distributed and high-velocity environments require organizations to prioritize learning and development in order to
adapt. In response, organizations have increasingly added new roles, such as Chief Learning Officers, that develop and
oversee a variety of learning experiences and programs - ranging from leadership and talent development, change
management, onboarding, and communities of practice. Each of these aims to support development, change and
innovation in the workplace. This module will explore how leaders at all levels effectively design and support individual,
group and organizational learning in contemporary workplaces.
In this module students will explore the nature of workplace learning, the learning theories on which experiences and
programs are built (e.g., social learning theory, adult development, situated learning, etc.), and key research-based
concepts that enable their success (e.g., psychological safety, informal learning, self-determination, etc.). Students will
engage with organizational learning leaders and learn from a variety of examples from real organizations that excel at
embedding learning into workplaces. The course will offer opportunities to meet and discuss challenges of workplace
learning with leaders involved in Project Zero's Learning Innovations Lab (LILA). For over twenty-five years, the
LILA research project has convened leaders of learning from sectors such as health care, technology, manufacturing,
finance, education, government, pharmaceuticals, and transportation.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies make a presentation
HGSE: Content organizations
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies design an intervention
HGSE: Content professional development
HGSE: Competencies diagnose complex problems
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Pedagogy readings
Course Search Attributes Display Only in Course Search
HGSE: Competencies analyze arguments
HGSE: Content learning theory
HGSE: Content career development
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Content informal learning
HGSE: Pedagogy guest speaker(s)
HGSE: Content adult development
Education T475 Section: 1
#SíSePuede: Critical Issues in Education Affecting Students and Families of Latin American Heritage (224910)
Michael Vázquez
2025 Spring (2 Credits)
Schedule:
MTWRF 0100 PM - 0500 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Nearly 20 million children in the United States are of Latin American descent. Representing one-fourth of all
US-based youth, Latinas/es/xs/os regularly report placing a high value on education, as demonstrated by a
rich history of community organizing for better schools and opportunities. However, these students are
more likely to attend schools with fewer resources and, as such, they are severely underrepresented in co-
curricular activities, honors courses, and higher education. Latine students are more likely to face
disciplinary actions and are less likely to have teachers that look like them when compared to their
European American counterparts. Why doesn't schooling match the vision that Latine families have for
their students? Despite seeing the promise in education, what accounts for such dissonance? In this
course, students will examine various societal and historical factors that have shaped Latinx student
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experiences and outcomes. This module will explore themes of colonization, assimilation,
misrepresentation, immigration, language policy, ethnic-racial identity, community organizing, praxis,
Latinx Studies, and more to understand these disparities in schooling. More importantly, students will
review existing initiatives and strategize new movements in accordance with Angela Valenzuela's vision of
educación to promote better outcomes for Latine students, families, and communities.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content social justice
HGSE: Content race/ethnicity
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content diversity equity inclusion
HGSE: Content ethnic studies
Course Search Attributes Display Only in Course Search
Education T480 Section: 1
Teaching and Learning in Higher Education: Active Learning and Beyond (224944)
Matthew Miller
2025 Spring (2 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
20
Most colleges and universities advertise their commitment to effective and engaging learning experiences
for students. But for faculty who teach and for other educators who support students as learners in other
co-curricular contexts in higher education, what kinds of teaching practices seem most promising in what
contexts, and what does it look like to put them into practice in different domains? This module takes a
practice-oriented, experiential, workshop-style approach to enable students to develop their own tentative
answers to these questions. Working with seasoned faculty and other expert innovators at Harvard and
beyond, we will combine experiential approaches, readings in relevant research and practice literatures,
active observation, learner-centered design activities, and team-based peer supports for students as we
identify and unpack promising approaches to active, engaged, and effective teaching and learning in a time
of transformation in higher education. Students will pursue a design project relevant to their own
professional goals, with varied options for how to demonstrate their understanding.
Permission of instructor required, as class size will be influenced by available observation sites. Most
appropriate for students with career goals related to teaching and learning in higher education settings.
Additional hours, to be scheduled, will be required outside of published course meeting time for team-
based work and observation. Students enrolling in this module should be committed to participating in a
supportive and mutually respectful environment for peer learning and feedback as this is central to the
course's design.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content higher education
HGSE: Pedagogy peer learning
HGSE: Competencies design a lesson
HGSE: Content learning and teaching
HGSE: Pedagogy case-method learning
HGSE: Pedagogy project-based learning
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies improve teaching practice
HGSE: Competencies develop curriculum
HGSE: Content instructional design
HGSE: Pedagogy curriculum-design project
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HGSE: Content pedagogy
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy guest speaker(s)
Education T490 Section: 1
Reframing Inclusive Education: Supporting SIWDs through classroom community and asset-based pedagogy
(224903)
Ebony Perouse-Harvey
2025 Spring (4 Credits)
Schedule:
M 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Historically, general education classrooms have been sites of exclusion for students identified with (dis)
abilities (SIWDs) and based on the assumption of a unidirectional benefit from general education students
to SIWDs. Studies have shown that general education students and SIWDs benefit socially and
academically from inclusive environments. Uplifting the brilliance and contributions of SIWDs hinges on
the daily pedagogical decisions we make as teachers to disrupt these assumptions. In this course, we will
work to unearth the complexity involved in supporting SIWDs' social and learning needs and highlighting
the strengths and knowledge they bring to our classrooms. We will explore the following themes:
Developing an Inclusive Classroom Community; Assessments and Leveraging IEPs to Guide Instructional
Choices; and Universal Design, Evidence-Based Practices & Differentiated Instruction. Developing an
Inclusive Classroom Community: We will discuss how we, in our teaching practice, can disrupt the
unspoken belief that SIWDs are the only students with "needs" in the classroom. And instead, normalize
the co-creation of spaces where everyone's strengths are acknowledged, and areas of need are met.
Assessments & Leveraging IEPs to Guide Instructional Choices: We will conduct reading/mathematics
assessments, discuss how assessments inform our instructional choices, and consider how to leverage
the strengths and support the areas of need listed in the IEP to support students' success in our general
education classrooms. Universal Design, Evidence-Based Practices & Differentiated Instruction: We will
explore and implement research-based instructional strategies and discuss their applicability to various
educational contexts.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies improve teaching practice
HGSE: Content universal design for learning
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy small-group discussion
HGSE: Competencies analyze student data
HGSE: Content disability/ableism
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
Course Search Attributes Display Only in Course Search
Education T510A Section: 1
Social Media, Generative AI, and Youth Well-Being: Learning and Teaching for Digital Thriving
(218739)
Beck Tench
2025 Spring (2 Credits)
Schedule:
MTWR 0900 AM - 0300 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
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Today's adolescents are growing up in a radically connected world. In this course, we ask: What dilemmas
are adolescents facing behind their screens — and how can educators equip students for digital thriving?
We explore: What do teens want adults to know about how they use social media and generative AI? How
do their experiences with technology shape their behavior, mental health, and social relationships? What
competing perspectives emerge from current research on technology's effects on youth? How can
educators and adults truly support digital agency? Course activities invite students to: (1) critically
consider their own digital lives, (2) gather insights from young people about their digital experiences, (3)
explore evidence-based approaches to digital thriving, and (4) develop grounded perspectives on
contemporary issues.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies analyze qualitative data
HGSE: Competencies write an op-ed
HGSE: Pedagogy reflective writing
HGSE: Content adolescent development
HGSE: Content values
HGSE: Competencies collect qualitative data
HGSE: Competencies mindset
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies analyze arguments
HGSE: Pedagogy readings
HGSE: Content learning and teaching
Course Search Attributes Display Only in Course Search
HGSE: Content technology
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies conduct an interview
HGSE: Content mental health
HGSE: Content social media
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy design thinking
Education T522
Section: 01
Impact by Design (181227)
David Dockterman
2024 Fall (4 Credits)
Schedule:
T 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
We innovate in education to generate positive change, to address inequities, and to create opportunities. In
T522 students will work through a sequence of deliverables to learn and apply a process for intentional
impact design. Students will choose one of 5 broad areas in need of impact: K-12 education; early
childhood learning; workforce preparation; mental and physical health; and social discourse/civic
engagement. Tapping existing research, expert guidance, and user input, students will define and target
specific changes to drive observable change within their chosen area. Students choose the underlying
problem and context they wish to address. They will support the problem selection with evidence, map the
ecosystem in which the problem exists, identify the specific constructs that need to change and for whom,
generate general and micro theories of action for causing the desired change, and develop and test micro
minimal viable products (MVPs) designed to generate observable evidence of construct change. At the end
of the course, students will be able to make a convincing impact pitch that includes research foundations,
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evidence-generating mini-prototypes, and substantiating feedback from experts and members of their
impact ecosystem. Through this iterative process students will learn to articulate, test, and revise their
assumptions through a mix of literature research, expert advice, and user testing. Students will have a
process and base for a project they may choose to further pursue. T522 can serve as a prerequisite for
T523M in the Spring. Students will also be well-prepared for T581, Advanced Design Studio. The support
team for T522 includes working professionals who will mentor students and their projects.
No prerequisites; no programming experience necessary.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies design an intervention
HGSE: Competencies conduct an interview
HGSE: Content action research
HGSE: Content scaling
HGSE: Content learning differences
HGSE: Competencies develop a theory of action
HGSE: Content universal design for learning
HGSE: Competencies facilitate group process
HGSE: Competencies think strategically
HGSE: Content innovation
HGSE: Pedagogy experiential learning
HGSE: Pedagogy design thinking
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collect qualitative data
HGSE: Competencies develop curriculum
HGSE: Content technology
HGSE: Pedagogy curriculum-design project
HGSE: Pedagogy project-based learning
HGSE: Competencies make a presentation
HGSE: Competencies diagnose complex problems
HGSE: Content process improvement
HGSE: Pedagogy team-based learning
HGSE: Pedagogy reflective writing
HGSE: Competencies develop research questions
HGSE: Content instructional design
HGSE: Content motivation
HGSE: Content pedagogy
HGSE: Content entrepreneurship
HGSE: Competencies practice equity and inclusion
HGSE: Competencies collaborate
Education T522 Section: S01
Impact by Design (181227)
David Dockterman
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0155 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
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We innovate in education to generate positive change, to address inequities, and to create opportunities. In
T522 students will work through a sequence of deliverables to learn and apply a process for intentional
impact design. Students will choose one of 5 broad areas in need of impact: K-12 education; early
childhood learning; workforce preparation; mental and physical health; and social discourse/civic
engagement. Tapping existing research, expert guidance, and user input, students will define and target
specific changes to drive observable change within their chosen area. Students choose the underlying
problem and context they wish to address. They will support the problem selection with evidence, map the
ecosystem in which the problem exists, identify the specific constructs that need to change and for whom,
generate general and micro theories of action for causing the desired change, and develop and test micro
minimal viable products (MVPs) designed to generate observable evidence of construct change. At the end
of the course, students will be able to make a convincing impact pitch that includes research foundations,
evidence-generating mini-prototypes, and substantiating feedback from experts and members of their
impact ecosystem. Through this iterative process students will learn to articulate, test, and revise their
assumptions through a mix of literature research, expert advice, and user testing. Students will have a
process and base for a project they may choose to further pursue. T522 can serve as a prerequisite for
T523M in the Spring. Students will also be well-prepared for T581, Advanced Design Studio. The support
team for T522 includes working professionals who will mentor students and their projects.
No prerequisites; no programming experience necessary.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content instructional design
HGSE: Pedagogy curriculum-design project
HGSE: Competencies think strategically
HGSE: Content entrepreneurship
HGSE: Pedagogy team-based learning
HGSE: Content innovation
HGSE: Pedagogy experiential learning
HGSE: Pedagogy design thinking
HGSE: Competencies make a presentation
HGSE: Competencies practice equity and inclusion
HGSE: Content technology
HGSE: Content learning differences
HGSE: Pedagogy reflective writing
Course Search Attributes Display Only in Course Search
HGSE: Competencies develop research questions
HGSE: Competencies develop curriculum
HGSE: Content process improvement
HGSE: Content action research
HGSE: Content motivation
HGSE: Content pedagogy
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Competencies conduct an interview
HGSE: Content scaling
HGSE: Content universal design for learning
HGSE: Competencies diagnose complex problems
HGSE: Competencies design an intervention
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop a theory of action
HGSE: Competencies facilitate group process
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Education T522M
Section: 01
Scaling Impact Across Learner & Context Variability (218834)
David Dockterman
2025 Spring (2 Credits)
Schedule:
T 1030 AM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment* Variability is inevitable. As innovations scale across settings, their impact tends
to diminish as they encounter different needs and situations. To scale impact successfully, innovations
must anticipate relevant variables and design mechanisms to foster the conditions for success across
different learners and their contexts. T522M is a studio environment where students receive personalized
mentorship and peer support in working to make their existing projects or products more inclusive.
Students will define the Impact Ecosystem(s) - including learners, users, and customers - in which their
innovations must thrive. Through user interviews and testing, students will clarify the values of different
members of the ecosystem and target specific, critical constructs - knowledge, skills, dispositions - that
must change (and for whom) to drive impact. Students will mock-up and test mechanisms to cause change
in the face of anticipated construct-relevant learner and context variability. Students will emerge with a plan
for addressing variability; comfort leveraging existing research, domain experts, and members of the
Impact Ecosystem to inform their development; and familiarity with a process of Evidence Centered Design
to generate evidence of change.
Logistics: Enrollment is limited to 25. In addition to class meetings, students are required to schedule and
attend at least two 30-minute one-on-one mentoring sessions (which may be online or in-person) with a
member of the teaching team. T522M or T522 can serve as prerequisites for T523M. The instructor
welcomes inquiries about project suitability for the module.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content learning differences
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Competencies examine trends
HGSE: Competencies think strategically
HGSE: Competencies synthesize readings
HGSE: Limited Enrollment XREG Allowed
HGSE: Content social contexts
HGSE: Content universal design for learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies conduct an interview
HGSE: Content innovation
HGSE: Pedagogy experiential learning
HGSE: Competencies practice equity and inclusion
HGSE: Competencies develop a theory of action
HGSE: Competencies design an intervention
HGSE: Content scaling
HGSE: Content pedagogy
HGSE: Content technology
HGSE: Content evaluation
HGSE: Pedagogy readings
Course Search Attributes Display Only in Course Search
HGSE: Content learning theory
HGSE: Content motivation
HGSE: Pedagogy peer learning
HGSE: Pedagogy design thinking
HGSE: Content assessment
HGSE: Content entrepreneurship
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HGSE: Competencies assess cognitive challenges
HGSE: Content curriculum development
HGSE: Content formative evaluation
HGSE: Content instructional design
HGSE: Content diversity equity inclusion
HGSE: Limited Enrollment HGSE IN PERSON COURSES
Education T523
Section: 01
Formative Evaluation for Educational Product Development (181228)
Christine Reich
2025 Spring (4 Credits)
Schedule:
T 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
54
"Lottery-Based Enrollment" Formative evaluation is a systematic process of gathering, analyzing and
interpreting data for the purpose of improving educational programs and products. This course is designed
for teachers, producers, researchers, museum educators, and educational product developers interested in
methodologies and issues related to the evaluation of educational products. Through problem-based
instruction, students will focus on evaluating one educational product throughout the semester. Students
will identify the goals of the project, create an evaluation instrument to assess these goals, observe
behaviors and gather user feedback, and convey the findings through both a written and an oral report.
This semester, multiple organizations will serve as the learning lab for the course projects and students will
choose from a pre-determined list of products to study. Although the projects are narrow in range, the
skills are applicable across disciplines and kinds of educational products.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies understand data
HGSE: Competencies write a research/analytic paper
HGSE: Competencies make a speech
HGSE: Competencies conduct an interview
HGSE: Limited Enrollment XREG Allowed
Blue Course Evaluations ALL
HGSE: Competencies collect quantitative data
HGSE: Content formative evaluation
HGSE: Content diversity equity inclusion
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Pedagogy lecture
HGSE: Pedagogy research project
HGSE: Competencies collect qualitative data
HGSE: Content evaluation
HGSE: Pedagogy field-based project
HGSE: Pedagogy team-based learning
HGSE: Competencies design a survey instrument
HGSE: Competencies develop research questions
HGSE: Competencies create data visualizations
HGSE: Competencies analyze qualitative data
HGSE: Content data analysis
HGSE: Content informal learning
HGSE: Content museums
HGSE: Content research methods
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies manage a consulting project
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HGSE: Competencies collaborate
HGSE: Content program evaluation
HGSE: Limited Enrollment LIMITED ENROLLMENT
Course Search Attributes Display Only in Course Search
Education T523M Section: 01
Sustaining Impact Over Time (218835)
David Dockterman
2025 Spring (2 Credits)
Schedule:
T 1030 AM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
*Lottery-based Enrollment* What's necessary for an innovation to have impact at scale in the world?
Creating the innovation may be the easiest part. Potential users – those the innovation is designed to
impact – must find it, try it, stick with it, and implement it with sufficient fidelity to produce the promised
results. T523M offers a studio environment where students receive personalized mentorship in developing
and vetting a plan to operationalize and fund the necessary resources to sustain scalable impact over time
for their existing projects or products. Students will use a tool we call the Impact Sustainability Canvas to
capture, vet, and revise assumptions and plans. The Canvas keeps impact in the center, with potential
business models in service of achieving that impact. Sustainability may come from a successful new
business or product, or it may emerge from partnerships with perceived competitors, funding from
foundations with shared values, or someplace unexpected. Developing a model for impact sustainability is
an iterative process requiring testing and interviews with different members of the Impact Ecosystem in
which the innovation must thrive. Case studies, peer feedback, and expert mentoring support students
through the process.
Logistics: Enrollment is limited to 25 students who have completed either T522 or T522M. In addition to
class meetings, students are required to schedule and attend at least two 30-minute one-on-one mentoring
sessions (which may be online or in-person) with a member of the teaching team. The instructor welcomes
inquiries about project suitability for the module.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies examine trends
HGSE: Competencies develop a business proposal or plan
HGSE: Content organizations
HGSE: Pedagogy experiential learning
HGSE: Content technology
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies diagnose complex problems
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content entrepreneurship
HGSE: Pedagogy team-based learning
HGSE: Competencies think strategically
HGSE: Content learning differences
HGSE: Content program evaluation
HGSE: Pedagogy design thinking
HGSE: Competencies develop a theory of action
HGSE: Competencies conduct an interview
HGSE: Competencies synthesize readings
HGSE: Content curriculum development
HGSE: Content strategic planning
HGSE: Content diversity equity inclusion
HGSE: Pedagogy project-based learning
HGSE: Content scaling
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HGSE: Content causal reasoning
HGSE: Content innovation
HGSE: Pedagogy peer learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies practice equity and inclusion
HGSE: Competencies build partnership
HGSE: Content partnerships
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies collaborate
HGSE: Content evaluation
Education T530 Section: 1
Designing and Producing Media for Learning (181235)
Joe Blatt
2025 Spring (4 Credits)
Schedule:
W 0430 PM - 0715 PM
Instructor Permissions:
Instructor
Enrollment Cap:
16
This seminar is designed to introduce you to the experience of envisioning and creating media materials for
learning. As a participant, you will have the opportunity to design, produce, test, and revise an individual
small-scale project. In other words, you get to choose the topic, objective, audience, and medium of your
own project, and create it yourself.
Most full-scale media projects are collaborative efforts, in which a team undertakes a series of coordinated
activities, including content and audience research, creative design, production of pilot materials, formative
testing, and redesign. To explore this process, we will also meet together as a "production team" to review,
critique, and advance one another's work.
Through readings, screenings, and encounters with expert practitioners, we will come to grips firsthand
with issues of conceptualizing, designing, fashioning, and evaluating media projects. We will explore
several analytic frameworks drawn from both instructional design and informal education research, and we
will examine how different pedagogical, aesthetic, and functional attributes contribute to the success of
different learning goals.
You may design your creative product in the medium of your choice, including text, video, photos,
graphics, apps, games, or other formats for broadcast, exhibit spaces, multimedia, the web, smart mobile
devices, or other outlets.
No previous design or production experience is required or expected. The teaching team, along with HGSE
IT and TLL staff, will help you acquire production skills as needed to pursue your individual project. The
course will culminate in a premiere party, celebrating your completed project with classmates and guests.
Permission of instructor required. Prior production experience is not required - this is an introductory
course. Following the preview session, prospective students will be asked to submit a brief project
description, outlining objective, audience, and medium. Variety and diversity will be key criteria for
selecting participants. Viewing the course preview and attending the live Q&A session are essential for
students considering this course.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies develop curriculum
HGSE: Content arts
HGSE: Content learning and teaching
HGSE: Content social media
HGSE: Content media
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HGSE: Pedagogy peer learning
HGSE: Competencies deliver instruction
HGSE: Pedagogy design thinking
HGSE: Competencies collaborate
HGSE: Pedagogy experiential learning
Course Search Attributes Display Only in Course Search
HGSE: Content curriculum development
HGSE: Content museums
HGSE: Content innovation
HGSE: Competencies debate
HGSE: Competencies design a lesson
HGSE: Competencies conduct an interview
HGSE: Competencies collect qualitative data
HGSE: Content motivation
HGSE: Pedagogy small-group discussion
HGSE: Competencies use video editing software
HGSE: Pedagogy discussion sections
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Content formative evaluation
HGSE: Content instructional design
HGSE: Content diversity equity inclusion
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy project-based learning
HGSE: Competencies facilitate group process
HGSE: Content technology
HGSE: Content evaluation
HGSE: Pedagogy curriculum-design project
Education T537
Section: 1
Rapid Prototyping of Educational Products (213659)
Bertrand Schneider
2025 Spring (4 Credits)
Schedule:
MTWRF 0900 AM - 1200 PM
MTWRF 0100 PM - 0400 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
In this J-Term course, students will create an educational product using digital fabrication, the process of
making or building by using tools controlled by a computer or digital data (for example laser cutters, 3D
printers, electronics, micro-controllers, physical computing, and more). Students will learn how to define a
problem of interest, ideate, prototype, test, and iterate on several prototypes. The prerequisite for enrolling
in this course is to have a project that could be built using digital fabrication tools, for example a physical
toolkit or learning environment. This J-Term course is especially appropriate for students who have been
working on an educational product in the Fall Semester (e.g., in T550, T522) or who have an educational
project that lends itself to digital fabrication.
Permission of instructor required. Enrollment is limited. Please fill this form by November 9th: https://bit.
ly/t537-apply
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Competencies design an intervention
HGSE: Content technology
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HGSE: Pedagogy project-based learning
All: Cross Reg Availability Not Available for Cross Registration
Education T543 Section: 01
Applying Cognitive Science to Learning and Teaching
(181246)
Tina Grotzer
2025 Spring (4 Credits)
Schedule:
F 0900 AM - 1145 AM
Instructor Permissions:
Instructor
Enrollment Cap:
30
This course explores specific principles from cognitive science with important implications for instructional
approach and curriculum design. It considers how research findings on topics such as transfer, analogy,
metacognition, conceptual change, explanation, mental models, novice-expert shifts, causal reasoning, and
the nature of beliefs about intelligence interact with instructional design choices. It investigates current
thinking on how findings from cognitive development research impact teaching and learning. It draws upon
a wealth of research findings including those that are older and still important to instructional design. The
course draws upon the rich literature in cognitive and learning sciences; it is NOT a course on
neuroscience. Discourse ranges from learning theory to grounded classroom examples, focusing on
examples that elucidate both how theory and research inform practice and how practice informs research
questions and broader theory. There is a strong focus on application rather that dissecting debates in the
research. There will be weekly readings. Class format will include brief lectures, activities, and discussion.
The course has a project-based component. Students will complete a term project, typically the
development of a curriculum topic, the choice of which is based on individual interest. Weekly workshop-
style sections will support students in applying class concepts to their project topic.
In addition, students are expected to attend a weekly, 50 minute, section meeting to workshop their
projects. Permission of instructor required. Enrollment limited to 30.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy curriculum-design project
HGSE: Pedagogy readings
HGSE: Content learning and teaching
HGSE: Competencies assess cognitive challenges
HGSE: Content curriculum development
HGSE: Pedagogy experiential learning
Blue Course Evaluations ALL
HGSE: Content teaching for understanding
HGSE: Content pedagogy
HGSE: Content classroom instruction
HGSE: Pedagogy small-group discussion
HGSE: Content metacognition
Course Search Attributes Display Only in Course Search
HGSE: Competencies improve teaching practice
HGSE: Content cognitive development
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop curriculum
HGSE: Pedagogy peer learning
HGSE: Pedagogy lecture
Education T549
Section: 01
Technology-enhanced Language Learning and Teaching
(220688)
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Nicole Mills
2025 Spring (4 Credits)
Schedule:
T 1030 AM - 0115 PM
Instructor Permissions:
Instructor
Enrollment Cap:
30
Languages can connect learners to multilingual communities and cultures, both locally and globally, and
technology has the potential to enhance our interactions with the globalized world. This course presents a
comprehensive exploration of the role of emerging technologies in the teaching and learning of languages
and cultures. Students will engage in an in-depth examination of current theories and trends in language
pedagogy and applied linguistics research and examine their connection to existing technology enhanced
language learning platforms. Virtual and augmented reality, artificial intelligence, software applications,
social media, global simulations, and beyond will be explored for their potential to promote interaction,
cultural competence, and global citizenship. Through state-of-the-art models, invited speakers,
demonstrations, and experimentation with language learning applications, students will critically evaluate
the interface between language pedagogy and emerging technologies. Interactive discussions and projects
will encourage students to brainstorm and design innovations to the field of language pedagogy that foster
a theory meets practice orientation.
Enrollment is limited. Interested students should submit a brief application. Details will be provided in the
course video preview and live Q&A session.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Competencies write a literature review
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy experiential learning
HGSE: Content language and literacy
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Blue Course Evaluations ALL
HGSE: Content innovation
HGSE: Pedagogy design thinking
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Competencies design an intervention
HGSE: Content instructional design
HGSE: Content technology
HGSE: Pedagogy multimedia projects
Education T552
Section: 01
Designing for Global English Learners (220816)
Ziyun Deng
2025 Spring (4 Credits)
Schedule:
MW 1030 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
n/a
The global English education market is predicted to reach US$27 billion by 2027 with a compound annual
growth rate of 15.8%. However, many influential curricular and instructional materials are developed in
English-dominant countries (e.g., U.S. and Europe). It is less clear to what extent they reflect the intricate
educational dynamics that the clients experience on the other side of the world (e.g., Asia).
This course serves as an incubator for aspiring English education designers. First, students will unpack
research on Pragmatics, which emphasizes language learning driven by communicative functions and
authentic social interactions. Students will compare instruction anchored in Pragmatics with that anchored
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in conventional language domains (e.g., vocabulary, and grammar).
Second, students will distill achievements and lessons learned from child language development and
mainstream foreign language pedagogy. Students will analyze both positive and negative cases from the
two areas.
Third, students will examine real-world learning scenarios including student profiles, teacher background,
and system constrains to seek innovative solutions for a non-US context.
Students will engage in analytical reading, accountable discussions, and hands-on workshops. In the final
project, students will develop 25- to 40-min learning activities that are research-based, function-driven, and
context-appropriate.
Students who take this course may be interested in some of these key words and phrases: language and
literacy development; English as a foreign language; pedagogical content development;
international/global education.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content innovation
HGSE: Pedagogy readings
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy experiential learning
Course Search Attributes Display Only in Course Search
HGSE: Competencies think strategically
HGSE: Content curriculum development
HGSE: Content global/international context
HGSE: Pedagogy discussion sections
HGSE: Pedagogy team-based learning
HGSE: Competencies synthesize readings
HGSE: Content instructional design
HGSE: Pedagogy simulation/role play
HGSE: Content learning and teaching
HGSE: Content cognitive development
HGSE: Pedagogy lecture
HGSE: Content culture
HGSE: Pedagogy reflective writing
HGSE: Competencies improve teaching practice
HGSE: Competencies analyze qualitative data
HGSE: Content language and literacy
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy curriculum-design project
Blue Course Evaluations ALL
HGSE: Competencies design a lesson
HGSE: Competencies collaborate
HGSE: Competencies analyze student data
All: Cross Reg Availability Available for Harvard Cross Registration
Education T557 Section: 1
Media, AI, and Education: Ethical Investigations (223021)
John Richards
2024 Fall (4 Credits)
Schedule:
T 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
25
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This seminar examines the ethical opportunities and challenges of the relentless integration of digital
media into the design and implementation of learning and teaching. This phenomenon is accelerating with
the explosive growth of Generative AI based on large language models. Generative AI has been received
with the same skepticism and trepidation that handheld calculators received in the 1970's and '80's. Yet the
calculator became as much a presence in exams as the #2 pencil was in the 1960's. Now, we must consider
how AI can enhance learning and be integrated into lessons. We also must consider how we protect against
the dangers. CHATGPT itself identifies four dangers: "cheating, …oversimplification, …reinforcement of
biases, and …overreliance on technology" (ChatGPT, 2023, personal communication). More broadly, the
seminar will examine today's media environment and the ethical challenges it poses for learners and
citizens. Students will consider the consequences of systemic properties of digital media such as bias in
algorithms and collecting Big Data; or distinguishing facts, propaganda, and fakes. The consolidation of
ownership in both technology companies and educational publishing exacerbates these systemic issues by
restricting inclusive access and limiting diversity. Through readings, expert presentations, and discussion,
students in this seminar will identify the specific strengths and vulnerabilities of digital media and AI. By
examining the conscious and unconscious use and abuse that digitalization presents to students and
teachers, we will attempt to determine the expanded responsibilities we face as designers and educators.
This course requires a student application designed for students to emphasize their experience and
aspirations bringing media and AI into the classroom.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy readings
HGSE: Competencies understand data
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment LIMITED ENROLLMENT
HGSE: Content critical theory
HGSE: Content diversity equity inclusion
HGSE: Content media
HGSE: Pedagogy design thinking
HGSE: Content ethics
HGSE: Competencies facilitate group process
HGSE: Competencies diagnose complex problems
HGSE: Competencies analyze arguments
Education T557
Section: S01
Media, AI, and Education: Ethical Investigations (223021)
John Richards
2024 Fall (4 Credits)
Schedule:
T 0100 PM - 0125 PM
Instructor Permissions:
None
Enrollment Cap:
30
This seminar examines the ethical opportunities and challenges of the relentless integration of digital
media into the design and implementation of learning and teaching. This phenomenon is accelerating with
the explosive growth of Generative AI based on large language models. Generative AI has been received
with the same skepticism and trepidation that handheld calculators received in the 1970's and '80's. Yet the
calculator became as much a presence in exams as the #2 pencil was in the 1960's. Now, we must consider
how AI can enhance learning and be integrated into lessons. We also must consider how we protect against
the dangers. CHATGPT itself identifies four dangers: "cheating, …oversimplification, …reinforcement of
biases, and …overreliance on technology" (ChatGPT, 2023, personal communication). More broadly, the
seminar will examine today's media environment and the ethical challenges it poses for learners and
citizens. Students will consider the consequences of systemic properties of digital media such as bias in
algorithms and collecting Big Data; or distinguishing facts, propaganda, and fakes. The consolidation of
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ownership in both technology companies and educational publishing exacerbates these systemic issues by
restricting inclusive access and limiting diversity. Through readings, expert presentations, and discussion,
students in this seminar will identify the specific strengths and vulnerabilities of digital media and AI. By
examining the conscious and unconscious use and abuse that digitalization presents to students and
teachers, we will attempt to determine the expanded responsibilities we face as designers and educators.
This course requires a student application designed for students to emphasize their experience and
aspirations bringing media and AI into the classroom.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
Education T560 Section: 01
Universal Design for Learning: Theory, Practice, and Innovation (181256)
Jose Blackorby
Elizabeth Hartmann
2025 Spring (4 Credits)
Schedule:
F 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Educators are typically equipped with technology, media, and materials that are "one size
fits all" and that have been designed primarily for a narrow and illusive group of "regular"
students. This course will explore an alternative approach--universal design for learning
(UDL)--that creates curricula and learning environments that are designed to meet the
needs of a much wider range of student abilities and disabilities. The UDL framework
takes advantage of advances in two fields: (1) the cognitive neuroscience of learning and
individual differences and (2) the universal design of educational technologies and
multimedia. This course will explore recent advances in both of these fields through
readings, media, design workshops, and practical applications of UDL. We take a
collaborative approach and work in teams to examine and design learning environments,
curriculum, and technology.
Students are expected to attend one 90-minute class meeting a week and one 60-minute huddle a week.
Students will need to be available for the course meeting time to enroll in this course. Final assignment of
huddle meeting times will not happen as part of course enrollment in my.harvard.edu, but instead will be
coordinated by the course teaching team.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Competencies develop a theory of action
HGSE: Competencies facilitate group process
Blue Course Evaluations ALL
HGSE: Content universal design for learning
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy lab sessions
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content teaching for understanding
HGSE: Content neuroscience
HGSE: Pedagogy team-based learning
Course Search Attributes Display Only in Course Search
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HGSE: Competencies write a research/analytic paper
HGSE: Content learning differences
HGSE: Competencies use video editing software
HGSE: Competencies E&O Electives
Education T561 Section: 1
Transforming Education Through Emerging Technologies (181257)
Bertrand Schneider
2025 Spring (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
T561 describes how emerging digital tools and media can aid with crucial problems facing our global
civilization. The world presents a new landscape deeply shaped by advanced technologies –
communications, biotechnology, and computing – that place demands on schooling to prepare today's
students with knowledge and skills not necessary for prior generations. Every nation is now part of a
worldwide knowledge-based, innovation-centered economy; our children are entering a future of multiple
careers, not just jobs. Due to advances in artificial intelligence, educators today are faced with the
challenge of preparing people of all ages for unceasing reinvention to take on many roles in the workplace
and for careers that do not yet exist. It's essential that education also champion social justice, offering
marginalized populations full opportunities for upward economic mobility while preserving the richness of
diverse cultural heritages. In this course, students will interact with emerging technologies through hands-
on sessions and complete assignments to think critically about their uses. Additionally, we will be joined by
world experts in Artificial Intelligence, Virtual / Augmented Reality, Makerspaces, Game-based learning,
Constructionist Technologies, Robotics in education, (Multimodal) Learning Analytics, who will share their
perspective and engage in rich discussions with students. Given the current context of education practice
and policy, we will also discuss ways to overcome barriers in using learning technologies—including AI, or
immersive media like virtual reality and mixed reality—to transform learning, teaching, and schooling. T561
is suitable for students in any academic program who wish to develop greater knowledge about the ways
emerging technologies can both empower learning in and out of classrooms and transform educational
organizations. The course presumes only a basic familiarity with digital tools and media; support is
provided for learning specific applications used in class.
No prerequisites; no prior background in technology necessary.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content school reform
HGSE: Content learning and teaching
HGSE: Content motivation
HGSE: Content scaling
HGSE: Content identity
HGSE: Content causal reasoning
HGSE: Content entrepreneurship
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy experiential learning
HGSE: Competencies think strategically
HGSE: Competencies develop curriculum
HGSE: Competencies analyze arguments
HGSE: Pedagogy peer learning
HGSE: Pedagogy project-based learning
HGSE: Pedagogy lab sessions
HGSE: Competencies make a presentation
HGSE: Competencies write a research/analytic paper
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HGSE: Competencies collaborate
HGSE: Content curriculum development
HGSE: Content pedagogy
HGSE: Pedagogy simulation/role play
HGSE: Pedagogy lecture
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy field-based project
HGSE: Pedagogy research project
HGSE: Pedagogy team-based learning
HGSE: Content student achievement
HGSE: Content strategic planning
HGSE: Content policy
HGSE: Content leadership
HGSE: Content classroom instruction
Course Search Attributes Display Only in Course Search
HGSE: Content higher education
HGSE: Content social justice
HGSE: Content assessment
HGSE: Content technology
HGSE: Pedagogy case-method learning
HGSE: Content social media
HGSE: Content innovation
HGSE: Pedagogy multimedia projects
All: Cross Reg Availability Available for Harvard Cross Registration
Education T565 Section: 01
Entrepreneurship in the Education Marketplace (181258)
Angela Jackson
2024 Fall (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
None
Enrollment Cap:
60
*Lottery-Based Enrollment* Creative entrepreneurs change education by establishing new products and
services. This course is designed to help prepare students as founders, to start their own companies, or as
joiners, to join a startup or existing organization, typically in a product management, marketing/strategy or
in a business development and fundraising role.
Whether you intend to innovate in the commercial or non-profit sector, or operate in a tech company, a
school district, a university, or a research institution; your effectiveness depends not only on good ideas,
but also on market research and pragmatic business planning. This course provides an understanding of
the unique dynamics of the education marketplace and a practical approach for analyzing market
conditions and designing a business plan.
To understand the unique features of the education marketplace – including the sales cycle, funding
sources, industries— inform students' projects. Teams will create a Go-To-Market plan by answering such
questions as: How do you use Competitive Analysis to design a marketing program? How do you create a
dynamic financial plan to recruit funding? How do you design and leverage a value proposition to
differentiate your products and idenon-making processes, and business structures – students will explore
data sources and analyze market segments. Working in teams, students will learn how to evaluate
competitors, integrate product development, funding, marketing, and sales and combine these components
in a business plan.
Selected readings, case studies, and discussions with current leaders in education, impact investing and
venture capital market opportunities?
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Admission is by lottery, please follow the lottery instructions on the website of the Office of the Registrar.
HGSE students given preference.
Class Notes: Attendance at the first class is required to continue enrollment. If you
are awarded a seat in the lottery and do not attend the first class, your
enrollment in T565 will be dropped. If you have questions or concerns
please contact the instructor.
Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies think strategically
HGSE: Content strategic planning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies prepare budgets
HGSE: Content budgeting
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy project-based learning
HGSE: Competencies apply economic concepts
HGSE: Limited Enrollment XREG Allowed
HGSE: Pedagogy team-based learning
HGSE: Content entrepreneurship
HGSE: Limited Enrollment HGSE IN PERSON COURSES
HGSE: Competencies develop a business proposal or plan
HGSE: Content fundraising
HGSE: Competencies create data visualizations
Education T565 Section: S01
Entrepreneurship in the Education Marketplace
(181258)
Angela Jackson
2024 Fall (4 Credits)
Schedule:
T 0230 PM - 0255 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
*Lottery-Based Enrollment* Creative entrepreneurs change education by establishing new products and
services. This course is designed to help prepare students as founders, to start their own companies, or as
joiners, to join a startup or existing organization, typically in a product management, marketing/strategy or
in a business development and fundraising role.
Whether you intend to innovate in the commercial or non-profit sector, or operate in a tech company, a
school district, a university, or a research institution; your effectiveness depends not only on good ideas,
but also on market research and pragmatic business planning. This course provides an understanding of
the unique dynamics of the education marketplace and a practical approach for analyzing market
conditions and designing a business plan.
To understand the unique features of the education marketplace – including the sales cycle, funding
sources, industries— inform students' projects. Teams will create a Go-To-Market plan by answering such
questions as: How do you use Competitive Analysis to design a marketing program? How do you create a
dynamic financial plan to recruit funding? How do you design and leverage a value proposition to
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differentiate your products and idenon-making processes, and business structures – students will explore
data sources and analyze market segments. Working in teams, students will learn how to evaluate
competitors, integrate product development, funding, marketing, and sales and combine these components
in a business plan.
Selected readings, case studies, and discussions with current leaders in education, impact investing and
venture capital market opportunities?
Admission is by lottery, please follow the lottery instructions on the website of the Office of the Registrar.
HGSE students given preference.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies collaborate
HGSE: Content strategic planning
HGSE: Content entrepreneurship
Course Search Attributes Display Only in Course Search
HGSE: Competencies think strategically
HGSE: Competencies prepare budgets
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy team-based learning
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies apply economic concepts
HGSE: Competencies make a presentation
HGSE: Competencies create data visualizations
HGSE: Content fundraising
HGSE: Competencies develop a business proposal or plan
HGSE: Content budgeting
Education T566
Section: 1
Learning Design for All (223022)
Amin Marei
2024 Fall (4 Credits)
Schedule:
TR 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
60
*Lottery-Based Enrollment* Education technology has opened up new possibilities for creating more
accessible and equitable learning experiences. This course critically examines the complexity of navigating
the affordances and limitations of technology to create equitable global education offerings. We will explore
the following questions: How do we define terms such as multiculturalism, equity, inclusion, and social
justice, and what are the theoretical frameworks guiding these definitions? What educational objectives are
implied by these definitions? How can the design of technological interventions foster more equitable
learning experiences across diverse cultural contexts? What opportunities and challenges arise when
creating education technology that supports equity and access?
Students will examine how the design of equitable technology-enabled education interventions involves a
complex process of negotiating various cultures (e.g., languages, spiritual beliefs), resource limitations (e.
g., limited funding for contextualizing content for all learners), ecosystems (e.g., infrastructure affordances
per country), and education theories (e.g., constructivism, instructivism) to advance learning. By critiquing
existing technological interventions and working on collaborative projects, students will develop strategies
to use technology to create more equitable and accessible learning environments.
The course will feature guest expert sessions and case studies that illustrate the practical realities of
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"designing for all," allowing students to gain a deeper understanding of the opportunities and challenges in
creating inclusive and equitable educational technologies.
This course is ideal for students passionate about using technology to drive positive educational change
and who aspire to create inclusive, equitable learning environments for all.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies E&O Electives
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment XREG Allowed
Education T566 Section: S01
Learning Design for All (223022)
Amin Marei
2024 Fall (4 Credits)
Schedule:
T 0230 PM - 0255 PM
Instructor Permissions:
None
Enrollment Cap:
30
*Lottery-Based Enrollment* Education technology has opened up new possibilities for creating more
accessible and equitable learning experiences. This course critically examines the complexity of navigating
the affordances and limitations of technology to create equitable global education offerings. We will explore
the following questions: How do we define terms such as multiculturalism, equity, inclusion, and social
justice, and what are the theoretical frameworks guiding these definitions? What educational objectives are
implied by these definitions? How can the design of technological interventions foster more equitable
learning experiences across diverse cultural contexts? What opportunities and challenges arise when
creating education technology that supports equity and access?
Students will examine how the design of equitable technology-enabled education interventions involves a
complex process of negotiating various cultures (e.g., languages, spiritual beliefs), resource limitations (e.
g., limited funding for contextualizing content for all learners), ecosystems (e.g., infrastructure affordances
per country), and education theories (e.g., constructivism, instructivism) to advance learning. By critiquing
existing technological interventions and working on collaborative projects, students will develop strategies
to use technology to create more equitable and accessible learning environments.
The course will feature guest expert sessions and case studies that illustrate the practical realities of
"designing for all," allowing students to gain a deeper understanding of the opportunities and challenges in
creating inclusive and equitable educational technologies.
This course is ideal for students passionate about using technology to drive positive educational change
and who aspire to create inclusive, equitable learning environments for all.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
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Education T581 Section: 01
Ed Tech Advanced Design Studio (181260)
Louisa Rosenheck
2025 Spring (4 Credits)
Schedule:
T 0130 PM - 0415 PM
W 0600 PM - 0800 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
This project-based course provides students with hands-on experience designing a variety of educational
technologies. We explore two central questions: 1) What types of designs result in educational
technologies that support deep learning experiences? 2) What process do we use to conceptualize and
develop these impactful designs? In the first half of the semester, we use an eclectic mix of readings and
resources to explore a variety of design approaches, with students completing two rapid prototyping
projects. Through this process, students construct their beliefs about what makes an educational
technology innovative and exciting. The second half of the semester focuses on small group projects that
go through an authentic process to design and develop working digital prototypes. Teaching fellows are an
integral part of the course, running weekly lab sessions that focus on Scratch, Unity, and web development,
working with teams to support each project's technology needs. At the end of the T581 journey, students
will have design projects to add to their portfolios, and they will be able to articulate what makes these and
other examples stand out as high quality learning tools. This course requires a commitment to creative
design work, a willingness to play with new ideas, and comfort with ambiguity. Strong ability to create with
digital tools is necessary, but previous coding experience is not. Students are expected to work hard and
have fun, and they will come out of this course as confident ed tech designers.
Weekly course and lab sessions are both required.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies code scripts/software
HGSE: Content community
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy project-based learning
HGSE: Competencies collaborate
HGSE: Pedagogy discussion sections
Blue Course Evaluations ALL
HGSE: Competencies practice equity and inclusion
HGSE: Competencies facilitate group process
HGSE: Pedagogy team-based learning
HGSE: Competencies develop a theory of action
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content learning and teaching
HGSE: Content innovation
HGSE: Pedagogy lab sessions
HGSE: Content instructional design
Course Search Attributes Display Only in Course Search
HGSE: Competencies design an intervention
HGSE: Pedagogy curriculum-design project
HGSE: Content technology
HGSE: Content media
HGSE: Pedagogy design thinking
All: Cross Reg Availability Available for Harvard Cross Registration
Education T595 Section: 1
AI and the Developing Child (224906)
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Ying Xu
2024 Fall (4 Credits)
Schedule:
W 0430 PM - 0700 PM
Instructor Permissions:
None
Enrollment Cap:
30
*Lottery-Based Enrollment* This course uses a developmental perspective to examine the emerging role
and impact artificial intelligence (AI) has on children's cognitive and social development from early
childhood to adolescence. Students will engage in readings, discussions, simulations, and design activities
to explore a series of topics throughout the semester. Several examples include how children understand
and interact with AI, how children learn to selectively trust AI, how AI's social identity influences children's
learning, and whether using generative AI tools influences curiosity, creativity, and criticality, among other
topics.
The goals of the course are threefold. First, students will learn about theories and empirical evidence from
the most cutting-edge research at the intersection of AI and child development. Second, students will
become familiar with different research methods that can empower themselves to explore topics that might
not yet have conclusive answers, which is important given this is a new frontier and how fast AI evolves.
Third, students will be equipped to leverage the theories and methods to inform their design and
development of child-centered AI.
It is my hope this class prepares students to become thoughtful advocates and practitioners for creating
and promoting AI that is inclusive, safe, and beneficial for children.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a research/analytic paper
HGSE: Competencies understand data
HGSE: Competencies develop a curriculum
HGSE: Pedagogy research project
HGSE: Pedagogy project-based learning
HGSE: Pedagogy simulation/role play
HGSE: Competencies make a presentation
HGSE: Content child development
HGSE: Pedagogy design thinking
HGSE: Competencies design an intervention
HGSE: Competencies write a research proposal
HGSE: Competencies write a research article
HGSE: Limited Enrollment XREG Allowed
HGSE: Competencies develop research questions
HGSE: Competencies assess cognitive challenges
HGSE: Content informal learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content technology
HGSE: Content media
HGSE: Limited Enrollment HGSE IN PERSON COURSES
Education T595 Section: 1
AI and the Developing Child (224906)
Ying Xu
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2025 Spring (4 Credits)
Schedule:
F 0900 AM - 1145 AM
Instructor Permissions:
None
Enrollment Cap:
70
*Lottery-Based Enrollment* This course uses a developmental perspective to examine the emerging role
and impact artificial intelligence (AI) has on children's cognitive and social development from early
childhood to adolescence. Students will engage in readings, discussions, simulations, and design activities
to explore a series of topics throughout the semester. Several examples include how children understand
and interact with AI, how children learn to selectively trust AI, how AI's social identity influences children's
learning, and whether using generative AI tools influences curiosity, creativity, and criticality, among other
topics.
The goals of the course are threefold. First, students will learn about theories and empirical evidence from
the most cutting-edge research at the intersection of AI and child development. Second, students will
become familiar with different research methods that can empower themselves to explore topics that might
not yet have conclusive answers, which is important given this is a new frontier and how fast AI evolves.
Third, students will be equipped to leverage the theories and methods to inform their design and
development of child-centered AI.
It is my hope this class prepares students to become thoughtful advocates and practitioners for creating
and promoting AI that is inclusive, safe, and beneficial for children.
Class Notes: Non-HGSE students interested in cross-registering into lottery courses
should email [email protected] to request to be placed into
the HGSE lottery event.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment HGSE IN PERSON COURSES
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Limited Enrollment XREG Allowed
Course Search Attributes Display Only in Course Search
Education T595 Section: S01
AI and the Developing Child (224906)
Ying Xu
2024 Fall (4 Credits)
Schedule:
T 1030 AM - 1055 AM
Instructor Permissions:
None
Enrollment Cap:
30
*Lottery-Based Enrollment* This course uses a developmental perspective to examine the emerging role
and impact artificial intelligence (AI) has on children's cognitive and social development from early
childhood to adolescence. Students will engage in readings, discussions, simulations, and design activities
to explore a series of topics throughout the semester. Several examples include how children understand
and interact with AI, how children learn to selectively trust AI, how AI's social identity influences children's
learning, and whether using generative AI tools influences curiosity, creativity, and criticality, among other
topics.
The goals of the course are threefold. First, students will learn about theories and empirical evidence from
the most cutting-edge research at the intersection of AI and child development. Second, students will
become familiar with different research methods that can empower themselves to explore topics that might
not yet have conclusive answers, which is important given this is a new frontier and how fast AI evolves.
Third, students will be equipped to leverage the theories and methods to inform their design and
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development of child-centered AI.
It is my hope this class prepares students to become thoughtful advocates and practitioners for creating
and promoting AI that is inclusive, safe, and beneficial for children.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy research project
HGSE: Pedagogy project-based learning
HGSE: Pedagogy design thinking
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content child development
HGSE: Content technology
HGSE: Content media
HGSE: Competencies make a presentation
HGSE: Competencies write a research article
HGSE: Competencies design an intervention
HGSE: Competencies understand data
HGSE: Competencies develop research questions
HGSE: Competencies write a research proposal
HGSE: Competencies develop a curriculum
HGSE: Competencies write a research/analytic paper
HGSE: Competencies assess cognitive challenges
HGSE: Content informal learning
HGSE: Pedagogy simulation/role play
HGSE: Live Q&A Schedule Fall Term Live Q&A Schedule
Course Search Attributes Display Only in Course Search
Education T801 Section: 01
Teaching Climate Change
(220733)
Tina Grotzer
2025 Spring (4 Credits)
Schedule:
MTWRF 0900 AM - 1200 PM
TBD
MTWRF 0100 PM - 0500 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
Climate Change is an existential threat to life on Earth. The responsibility for creating atmospheric CO2 is
not shared across the world's populations or successive generations and yet it has wrought environmental
injustice impacting the most vulnerable populations and has created intractable challenges for young
people and future generations. How we teach about climate change is critical to our response as a global
population. Educators adopt a longitudinal view on the outcomes of their daily efforts—guiding each
generation with hope and possibility. How do we communicate with urgency despite the uncertainties in the
exact outcomes even while we are certain that climate change is real and is happening around us? How do
we communicate the loss of what might be called a pact between the generations to the next
generation? This course offers an intensive opportunity to explore issues related to teaching climate
change in K-12. It invites a series of conversations about the following topics: 1) How do scientists explain
the dynamics of climate change and what are some of the challenges in learning the science concepts?;
2) How does attending to climate change fit with what is known about the cognitive and emotional
architecture of human minds and what are the implications for instruction?; 3) What are ways of knowing
and being in relation with Earth and nature that respect the connectedness, dynamics, and language of
nature. How can we learn from and bring pluralistic and diverse epistemologies to our teaching?; 4) How
can we support young people in navigating between anxiety/despair and hope/action?; 5) How do the
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politics of climate change interact with our teaching? The course meets for all day for two weeks with a
structured three-hour morning session (includes mini-lecture, activities, active processing, simulation
games) and brainstorming/workshopping afternoon session to support students in developing a project to
build and reveal their understanding of course concepts. This is followed by events including films, guest
lectures, and discussions.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content advocacy
HGSE: Content social justice
HGSE: Pedagogy design thinking
HGSE: Content global/international context
HGSE: Content culture
HGSE: Pedagogy guest speaker(s)
HGSE: Content innovation
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content mental health
HGSE: Content science
HGSE: Competencies think strategically
HGSE: Competencies assess cognitive challenges
HGSE: Pedagogy discussion sections
HGSE: Competencies engage in difficult conversations
HGSE: Competencies examine trends
HGSE: Competencies analyze arguments
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
Course Search Attributes Display Only in Course Search
HGSE: Competencies diagnose complex problems
HGSE: Content learning and teaching
HGSE: Content causal reasoning
HGSE: Content ethics
Education T830A Section: 1
STEM Education and Child Development
(223044)
Igor Bascandziev
2025 Spring (2 Credits)
Schedule:
TR 1200 PM - 0115 PM
Instructor Permissions:
None
Enrollment Cap:
n/a
How do children and adults construct concepts such as physical force, the infinite number line, or living
things? These and other similar concepts -- that are the target of STEM education -- are not available to
other animals or to very young children. Furthermore, they have not always been part of the human
conceptual repertoire. They are constructed over historical time, and they are constructed anew in
ontogenetic development. In this course, we will explore the processes by which scientific and
mathematical concepts are constructed over development. For example, we will explore children's
developing understanding of the biological and physical world, as well as their understanding of integers
and rational numbers, while also analyzing how those concepts were constructed over historical time.
Within each domain, we will first characterize the initial state (i.e., what infants know). Next, we will
characterize how children's naïve theories and understanding develop in informal settings. Finally, we will
investigate how children's theories and conceptions change as a result of formal STEM education. We will
also investigate the aspects of children's naïve theories that remain resistant to change over the lifespan.
This course will give students ideas about what STEM education entails at an abstract cognitive level,
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which can then be translated into specific educational interventions. The course work will involve class
discussions, analyses of assigned readings, and development of a research proposal pertaining to issues
of child development and STEM education.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
Education T909 Section: 1
Research Seminar on Teachers and Teaching (218776)
Heather Hill
Eric Taylor
2024 Fall (4 Credits)
Schedule:
R 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This seminar is for doctoral students who (aspire to) study teachers and teaching in their own research.
The primary goal of the course is to develop skills and knowledge relevant to producing research. The
course has several overlapping themes: (1) Understanding relevant history and institutions, e.g., past
efforts to improve teaching, current policy debates, labor markets and employment relationships, etc. (2)
Contrasting different theoretical perspectives used to motivate and organize research. (3) Application of
research methods, e.g., measuring teacher contributions to student outcomes, (quasi)-experimental tests of
changes to teachers or teaching practices, etc. Readings and class discussion will include both seminal
papers and recently-published or working papers. Grading is credit/no credit. The final paper will be a
research proposal on a topic related to teachers or teaching
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
Subject: TTL
TTL PCE Section: 01
TTL Program Core Experience (220839)
Heather Hill
2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
All TTL students are required to enroll in T112 - TTL Program Core Experience (PCE): Understanding Teaching
through Observation, Analysis, and Critical Reflection. The PCE is a 4-credit fall term course and will meet every week;
the course is only open to TTL students. The Program Core Experience (PCE) is central to each residential Ed.M.
program and must be completed successfully for students to obtain their degree.
Additional Course Attributes:
Attribute Value(s)
HGSE: Limited Enrollment LIMITED ENROLLMENT
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Course Search Attributes Display Only in Course Search
HGSE: Pedagogy discussion sections
HGSE: Competencies collaborate
HGSE: Content research methods
All: Cross Reg Availability Not Available for Cross Registration
TTL PCE Section: 2
TTL Program Core Experience (220839)
Sarah Fiarman
2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
All TTL students are required to enroll in T112 - TTL Program Core Experience (PCE): Understanding Teaching
through Observation, Analysis, and Critical Reflection. The PCE is a 4-credit fall term course and will meet every week;
the course is only open to TTL students. The Program Core Experience (PCE) is central to each residential Ed.M.
program and must be completed successfully for students to obtain their degree.
Additional Course Attributes:
Attribute Value(s)
HGSE: Content research methods
HGSE: Pedagogy discussion sections
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies collaborate
TTL PCE
Section: 3
TTL Program Core Experience (220839)
Rosette Cirillo
2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
All TTL students are required to enroll in T112 - TTL Program Core Experience (PCE): Understanding Teaching
through Observation, Analysis, and Critical Reflection. The PCE is a 4-credit fall term course and will meet every week;
the course is only open to TTL students. The Program Core Experience (PCE) is central to each residential Ed.M.
program and must be completed successfully for students to obtain their degree.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
HGSE: Competencies collaborate
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy discussion sections
HGSE: Content research methods
TTL PCE Section: 4
TTL Program Core Experience (220839)
Ebony Perouse-Harvey
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2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
All TTL students are required to enroll in T112 - TTL Program Core Experience (PCE): Understanding Teaching
through Observation, Analysis, and Critical Reflection. The PCE is a 4-credit fall term course and will meet every week;
the course is only open to TTL students. The Program Core Experience (PCE) is central to each residential Ed.M.
program and must be completed successfully for students to obtain their degree.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy discussion sections
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies collaborate
HGSE: Content research methods
Course Search Attributes Display Only in Course Search
TTL PCE Section: 5
TTL Program Core Experience (220839)
Noah Heller
2024 Fall (4 Credits)
Schedule:
T 0430 PM - 0730 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
All TTL students are required to enroll in T112 - TTL Program Core Experience (PCE): Understanding Teaching
through Observation, Analysis, and Critical Reflection. The PCE is a 4-credit fall term course and will meet every week;
the course is only open to TTL students. The Program Core Experience (PCE) is central to each residential Ed.M.
program and must be completed successfully for students to obtain their degree.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy discussion sections
HGSE: Competencies collaborate
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
HGSE: Content research methods
Subject: EPA
EPA PCE Section: 01
Education Policy and Analysis
(218863)
Eric Taylor
2024 Fall (4 Credits)
Schedule:
M 0100 PM - 0215 PM
W 0130 PM - 0245 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course is an introduction to public policy, with an applied focus on education policy and policy
analysis. The course is organized around core tasks in the work of policymaking: defining the problem,
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proposing alternative options to address the problem, selecting criteria to evaluate the alternatives,
projecting the outcomes of proposed alternatives, confronting the tradeoffs between alternatives, and
others. These tasks often involve concepts from economics and political science, which the course will
introduce, e.g., opportunity costs, thinking at the margin, stakeholder analysis. Throughout the course we
will use cases and examples of education policy drawn from a variety of settings, including the United
States as well as low- and middle-income countries. We will also examine education policy issues at
various levels of education, including early childhood, primary, secondary, and higher education. The
course aims to achieve two main objectives: to enhance your ability to analyze policy problems with sound
reasoning and to improve your skills in effectively communicating that analysis to policymakers. A third
objective of the course is to extend your understanding of key topics and debates in education policy in the
U.S. and globally.
Requirements: Required for and limited to students in the Education Policy and
Analysis program.
Additional Course Attributes:
Attribute Value(s)
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
EPA PCE Section: 2
Education Policy and Analysis
(218863)
Emiliana Vegas
2024 Fall (4 Credits)
Schedule:
M 0100 PM - 0215 PM
W 0130 PM - 0245 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
This course is an introduction to public policy, with an applied focus on education policy and policy
analysis. The course is organized around core tasks in the work of policymaking: defining the problem,
proposing alternative options to address the problem, selecting criteria to evaluate the alternatives,
projecting the outcomes of proposed alternatives, confronting the tradeoffs between alternatives, and
others. These tasks often involve concepts from economics and political science, which the course will
introduce, e.g., opportunity costs, thinking at the margin, stakeholder analysis. Throughout the course we
will use cases and examples of education policy drawn from a variety of settings, including the United
States as well as low- and middle-income countries. We will also examine education policy issues at
various levels of education, including early childhood, primary, secondary, and higher education. The
course aims to achieve two main objectives: to enhance your ability to analyze policy problems with sound
reasoning and to improve your skills in effectively communicating that analysis to policymakers. A third
objective of the course is to extend your understanding of key topics and debates in education policy in the
U.S. and globally.
Requirements: Required for and limited to students in the Education Policy and
Analysis program.
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
Subject: ELOE
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ELOE PCE
Section: 01
Education Leadership, Organizations, and Entrepreneurship Core Experience (218858)
Jennifer Cheatham
Ebony Bridwell-Mitchell
Candice Bocala
2024 Fall (4 Credits)
Schedule:
W 0130 PM - 0330 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
The purpose of the Education Leadership, Organizations, and Entrepreneurship (ELOE) Core Experience,
which is really a set of experiences, is to help frame, integrate, and synthesize student learning in
alignment with the ELOE core competencies. It is the "glue" of the ELOE program, designed to help ensure
that each student, no matter their desired impact, career aspirations or concentration, makes progress on
the program's core competencies in alignment to their personal and professional goals. Through the core
experience, each student will engage in a competency-based self-assessment, design an individual
development plan, and reflect on their learning at critical junctures. They will also participate in a set of All
ELOE convenings and interest-aligned concurrent workshops designed to inspire, motivate, and deepen
students' understanding of critical knowledge, dispositions, and skills in alignment with their learning
goals. Students also will form relationships with a small and diverse group of peers in their micro-learning
communities, which will support students in making progress toward their goals, push their thinking, and
provide feedback along the way. Ultimately, the core experience will help students maximize their time at
HGSE, so they leave with a sense of accomplishment and clarity on their desired impact and next steps
after graduation.
This course is limited to and required for students in the Education Leadership, Organizations, and
Entrepreneurship Ed.M. program.
Requirements: Required for and limited to students in the Education Leadership,
Organizations, and Entrepreneurship program
Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration
Course Search Attributes Display Only in Course Search
ELOE S996 Section: 01
ELOE School Leadership Fieldwork Strand (221554)
Mary O'Neill
2024 Fall (4 Credits)
Schedule:
TBD
Instructor Permissions:
Instructor
Enrollment Cap:
40
Fieldwork, or an internship, is the perfect complement to your academic studies. It gives you work
experience, let's you practice and apply what you've learned, develop your leadership skills, extend and
enhance your professional network, and gives you a competitive edge in your job search. As a professional
school, we offer internship learning just as they do at Harvard's other professional schools.
• Work closely with a local school principal who will be your mentor
• Bridge theory, practice, and policy
• Learn more about organizations, leadership, and entrepreneurship
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• Apply your learning and gain valuable experience and insights
• Explore career paths
• Promote reflection to learn and refine your voice
• Extend and enhance your professional network
• Familiarize yourself with different types of organizations, leadership styles and work sites
• Get individual support from a distinguished leadership coach to support, guide and encourage
you in your learning journey
You will complete a 250-hour internship each semester and earn 4 credits for a total of 8 credits. Subject to
approval, some or all internship hours may count toward the MA DESE requirements for principal/assistant
principal licensure in Massachusetts.
Open only to students in the Education, Leadership, Organizations, and Entrepreneurship (ELOE) Master's
Program. Students must have three to four years of teaching, school, or other educational experience to
enroll in this strand.
Final enrollment is subject to approval of Mary Grassa O'Neill, the lead faculty member.
This course supports ELOE Core Competencies.
Additional Course Attributes:
Attribute Value(s)
HGSE: Pedagogy licensure practicum
Course Evaluation Course Evaluation Exempt
HGSE: Competencies leadership
HGSE: Content organizations
All: Cross Reg Availability Not Available for Cross Registration
Subject: LDIT
LDIT PCE Section: 01
The Practice of Learning Design
(220653)
Karen Brennan
2024 Fall (4 Credits)
Schedule:
W 0200 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
Learning design is a practice, one that depends on both deep knowledge and the ability to thoughtfully and
effectively apply that knowledge. In this core experience for members of the Learning Design, Innovation,
and Technology (LDIT) program, we will engage in the practice of learning design through a mix of
scaffolded explorations, term-long student-directed projects, and reflective documentation. Through this
work, we will, as a community, advance our individual and collective understandings of what learning
design is and what it means to be a learning designer. Taking place on Wednesday afternoons in the fall
term, our in-class time will be organized as a design studio--a space where design is not only discussed but
actively applied. Students can anticipate an interactive environment that centers practice, featuring hands-
on activities, constructive critiques, and near-peer coaching. Enrollment in LDIT PCE (Program Core
Experience) is required of, and exclusive to, students in the LDIT Ed.M. program at the Harvard Graduate
School of Education. Auditors are not permitted.
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Additional Course Attributes:
Attribute Value(s)
Course Evaluation Course Evaluation Exempt
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Not Available for Cross Registration
Subject: HDE
HDE PCE Section: 01
Developmental Insights: Connecting Human Development Throughlines Across Research and Practice (220668)
Junlei Li
Dana McCoy
Stephanie Jones
2024 Fall (4 Credits)
Schedule:
M 0100 PM - 0215 PM
W 0130 PM - 0415 PM
Instructor Permissions:
Instructor
Enrollment Cap:
n/a
What isn't a part of human development and education? The enormous breadth and diversity of topics,
knowledge, and skills are what makes our Human Development and Education Program exciting and
challenging. Welcome to HDE!
In our Program Core Experience, we will examine the human development throughlines - consistent and
shared themes - connecting across science and practice. Can we identify universal human needs and
capacities while recognizing the diverse expressions of humanity? How do both the quantity and the
quality of developmental experiences matter? Can simple solutions be helpful in addressing complex
human development challenges? Are there useful ways to grow ideas in education besides replicating
evidence-based programs? Do we develop interventions for communities, or with communities? Most
importantly, as we pursue research and practice to advance equitable opportunities for human
development and education, how might we transform the ways in which we understand ourselves, the
communities we serve, and the possibilities for ideas and actions? Each of these throughlines will be
developed with case illustrations to showcase how the science of human development in a particular
domain (e.g., language development, motivation, identity, relationships) has shaped research and real
world practice in both positive and sometimes counterproductive ways. More important than the specific
cases, students are invited and encouraged to connect these throughlines with your own personal and
professional experiences, insights from other courses, and the ways you envision applying them to your
future work. Students will: a) learn how to be critical consumers and creators of the science of human
development; b) review evidence from research and existing practice to understand what we know and
what gaps remain in a chosen impact area; and c) integrate knowledge, experience, and need in a particular
developmental context to develop a "theory of change" for research or practice.
The Program Core Experience is required for and limited to first-year students in the Human Development
and Education Ed.M. program and Ph.D. students seeking HDE Ed.M. degree. The experience is focused on
building community within the HDE Program, learning through dialogue and feedback, and reflecting to
connect knowledge with experience. During the school-wide designated "program blocks" (when no other
HGSE courses are scheduled), students will participate in weekly lectures/workshops, guest faculty
conversations, and small-group meetings. The teaching team emphasizes participation, engagement, and
self-reflection and uses a pass/fail grading approach.
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Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies write a grant proposal
HGSE: Pedagogy case-method learning
HGSE: Content families
Course Search Attributes Display Only in Course Search
HGSE: Content adolescent development
HGSE: Content community
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Not Available for Cross Registration
