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Hgse 2018-2019 Course Catalog PDF

This course introduces students to key concepts in improvement theory and common approaches to formative evaluation. Students will learn skills like understanding logic models, communicating with stakeholders, and generating evaluation questions. They will apply these skills by developing a program evaluation proposal for a real organization. The course also covers how organizations can build capacity to use evaluation for continuous improvement.

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0% found this document useful (0 votes)

475 views218 pages

Hgse 2018-2019 Course Catalog PDF

Uploaded by

Alex HerCor

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as PDF, TXT or read online on Scribd

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An Introduction to Education Finance and Budgeting (180045)
Jon Fullerton
2018 Fall (4 Credits) Schedule: M 0400 PM - 0659 PM
Instructor Permissions: Instructor Enrollment Cap: 30
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.
Permission of instructor required. Enrollment is limited to 30. Enrollment procedure will be posted on the course
website.

Class Notes: Required, weekly, 90-minute section.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy online and blended learning
HGSE: Pedagogy reflective writing
HGSE: Content policy
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies think strategically
HGSE: Competencies manage a consulting project
HGSE: Content politics
HGSE: Pedagogy team-based learning
HGSE: Content leadership
HGSE: Competencies conduct an interview
HGSE: Pedagogy field-based project
HGSE: Content school reform
HGSE: Competencies make a presentation
HGSE: Competencies write a policy memo

Education A129 Section: 01

The Federal Government in the Schools (180097)
Laura Schifter
2019 Spring (4 Credits) Schedule: R 1000 AM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a
Even though the federal government contributes a relatively small amount of funding to schools, the policies
established by the federal government can have a large impact. The goal of this course is to develop a
comprehensive understanding of the current federal policy landscape, how federal policy is developed, and how
federal policy interacts with state and local policy. In particular, the course focuses on federal policies that impact
the work of educators in schools including policies on assessment, accountability, special education, bilingual
education, early education, school discipline, and school reform. Students will also learn about how policy is

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developed at the federal level and about how policy at the federal level interacts with policy at the state and local
level by engaging in two project-based simulations. The first simulation will ask students to engage in a mock-
congressional markup following a bill on seclusion and restraint in schools from introduction through committee
mark-up. The second simulation will be a mock-grant competition where students will take on the role of states
applying for a grant from the federal government on high school reform. Students will be expected to read relevant
statutes, regulations, research and commentary; write reflection posts on the readings; and actively engage in
course activities related to the course project.
Strongly recommended for Ed.M. students in the Education Policy and Management Program.

Class Notes: Class will meet bi-weekly.

Requirements: Must be School Leadership Student or have permission of the instructor

Additional Course Attributes:

Attribute Value(s)
HGSE: Content social justice
HGSE: Content leadership
HGSE: Content nonprofits
HGSE: Pedagogy experiential learning
HGSE: Competencies facilitate group process
HGSE: Content advocacy
HGSE: Competencies collaborate
HGSE: Pedagogy peer learning
HGSE: Content teams
HGSE: Content law
HGSE: Pedagogy team-based learning
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HGSE: Content politics
HGSE: Content decision-making
HGSE: Content group dynamics
HGSE: Content teachers
HGSE: Competencies interpret laws
HGSE: Competencies debate
HGSE: Competencies build partnership
HGSE: Pedagogy simulation/role play
HGSE: Content policy
HGSE: Competencies analyze arguments
HGSE: Content disability/ableism
HGSE: Content civil rights
HGSE: Competencies make a speech
HGSE: Competencies think strategically
HGSE: Content negotiation

Education A305 Section: 01

Deeper Learning for All: Designing a 21st-Century School System (180166)
Jal Mehta
2018 Fall (4 Credits) Schedule: W 0100 PM - 0359 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.
Permission of instructor required. Enrollment is limited to 40. Enrollment procedure will be posted on the course
website.

Class Notes: Required, weekly, one-hour section.

Attribute Value(s)
HGSE: Pedagogy lecture
HGSE: Pedagogy small-group discussion
HGSE: Content policy
HGSE: Content organizations
HGSE: Content evaluation
HGSE: Competencies develop a theory of action
Course Search Attributes Display Only in Course Search
HGSE: Content school reform
HGSE: Content strategic planning
HGSE: Content social contexts
HGSE: Content process improvement
HGSE: Competencies collaborate
HGSE: Pedagogy case-method learning
HGSE: Content leadership
HGSE: Pedagogy peer learning
HGSE: Competencies think strategically
HGSE: Content decision-making
HGSE: Content principals
HGSE: Content politics
HGSE: Content teams
HGSE: Content financial management
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content accountability
HGSE: Competencies write a policy memo
HGSE: Content assessment
HGSE: Competencies debate
HGSE: Content student achievement
HGSE: Content community

Education A310S Section: 01

Schools in Action (208356)
Linda Nathan
2018 Fall (2 Credits) Schedule: W 0800 AM - 1159 AM
Instructor Permissions: None Enrollment Cap: 30
(New module.) In this module, students will go beyond visiting schools and seek to understand the intricacies of
schools. What are the external and internal forces that affect scheduling, curricula, funding, testing, and

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partnerships at a school? How do questions of equity and race interplay with these forces and how do we know if a
school is democratic? This module is a chance to see schools in action, above and beyond the literature. Students
will learn deeply about how a specific school operates as well as the historical context of the school/district.
Students are expected to do additional reading about each school to better understand what others (inside and
outside of the school) think is special or different about this school. Students are also expected to keep journals of
each visit and also to share aggregate notes with the school leaders about the visit. The final class involves each
student sharing important insights and presenting a portrait of one of the schools visited.
Permission of instructor required. Enrollment procedure will be posted on the course website. For admission,
students must submit a short statement describing what they expect to get out of this course. Essays should be
emailed to lnathan@artistryandscholarship.org prior to 12pm on August 30.

Additional Course Attributes:

Attribute Value(s)

Education A318 Section: 01

New Pathways for College and Career Readiness: Increasing Opportunity and Equity Through Education (203737)
Nancy Hoffman
Amy Loyd
2019 Spring (4 Credits) Schedule: R 1000 AM - 1259 PM
Instructor Permissions: None Enrollment Cap: n/a
K-12 education systems across the nation purportedly focus on "college and career readiness," but until recently the
nation's attention has been on "college for all." Nonetheless, all students will seek a career, and by that measure
our high schools and colleges are failing too many young people. Half of 25-year-olds in the United States have no
post-secondary credential or degree with which to enter today's increasingly competitive job market--and over half
of those with a baccalaureate degree are un- or under-employed. We face an urgent need to address career
readiness: College costs are rising, the global economy creates a challenging labor market, and employers
demand sophisticated technical knowledge and skills. In response, policymakers and educators are increasingly
focused on the link between education and career preparation that ensures the economic well-being for states,
communities, and families. Thus, despite the unfortunate legacy of tracking from old-fashioned vocational programs,
many promising systems change initiatives are underway. This module will provide students with a working
knowledge of innovative practices and policies in support of high-quality career pathways that culminate in post-
secondary credentials with currency in the labor market, and leave open the door to further education. Each class
session involve a mix of presentation, discussion, and interviews (student-led with prior preparation) with guest
speakers from the states, regions, organizations, and companies that we are studying. The module culminates in a
team analysis of a college and career readiness initiative.

Additional Course Attributes:

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration

Education A320 Section: 01

Building a Democratic School: School Design Workshop (180185)
Linda Nathan
2019 Spring (4 Credits) Schedule: W 0400 AM - 0659 AM
Instructor Permissions: Instructor Enrollment Cap: 20

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Boston's pilot school initiative, begun in 1994, is 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 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.
Permission of instructor required. Enrollment procedure will be posted on the course website. For admission,
students must submit a short statement describing an experience with one of the topics on this syllabus, or a related
dilemma in school management or leadership, and what you expect to get out of this course. Essays should be
emailed to lnathan@artistryandscholarship.org prior to January 16, 2018.

Class Notes: Final exhibitions will take place on Thursday, May 4, 1:00 - 5:00 p.m.

Additional Course Attributes:

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration

Education A322 Section: 01

School Systems (180186)
David Cohen
2019 Spring (4 Credits) Schedule: W 0100 PM - 0359 PM
Instructor Permissions: Instructor Enrollment Cap: 25
Recent reforms seek fundamental change in U.S. schools (standards based reform, comprehensive school reform
designs, charter school networks, and achievement districts). These all aim at system building, whether organizing
systems anew (charter networks) or reorganizing those that exist (standards based reform). They represent a novel
conception of what schools should do--i.e., dramatically improve student achievement by tightly coupling teaching,
learning, and management--and do so by system building. These are not the first to offer alternatives to
conventional public schools. There are religiously defined school systems and culturally and educationally defined
school systems (Montessori and Steiner). There are subsystems in public schools (AP and IB) and New Visions in
NYC. We will study these systems qua systems. There has been little scrutiny of the nature of these systems or
how they work, and we will probe a fundamental matter: To what structures, functions, and attributes does "system"
refer in schooling and school reform? "System" is everywhere in schooling, school reform, and debate about these
matters, but there is little agreement about what this ubiquitous thing is, and how it works. The course will address
four questions: (1) How do systems define and organize instruction? (2) How do those definitions and organizations
affect teachers' and students' work? (3) How do systems create and sustain know how for instruction and its
management? (4) Are differences in systems related to democratic control, access, or participation? The course
aims to illuminate school systems' structure and operation, not to teach system management.
Permission of instructor required. Ed.D., Ph.D., and Ed.L.D. students given preference, but interested master's
students may apply. Enrollment procedure will be posted on the course website.

Additional Course Attributes:

Attribute Value(s)
HGSE: Content organizations
HGSE: Pedagogy discussion sections
HGSE: Content learning and teaching
HGSE: Content race/ethnicity
HGSE: Content system-level leadership
HGSE: Content diversity equity inclusion
HGSE: Competencies analyze arguments
HGSE: Content school systems
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HGSE: Competencies write a research/analytic paper

Education A323Y Section: 01

Education A330Y Section: 01

Becoming an Educational Leader (203726)
Stephen Hoffman
2019 Spring (2 Credits) Schedule: M 1000 AM - 1159 AM
Instructor Permissions: Instructor Enrollment Cap: 45
This course is designed to support students preparing to be school principals and to lead educational organizations.
Its primary objective is to help aspiring leaders develop the knowledge, skills, and personal attributes central to
leading educational organizations, leading people, and leading learning.
Permission of instructor required. Limited to and required for students in the School Leadership Program.

Requirements: Enrollment in this course requires completion of A329Y.

Additional Course Attributes:

Attribute Value(s)
HGSE: Content leadership
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Content principals
HGSE: Competencies collaborate
HGSE: Pedagogy experiential learning
HGSE: Competencies practice equity and inclusion
HGSE: Pedagogy curriculum-design project
HGSE: Competencies develop a theory of action
HGSE: Pedagogy internship
HGSE: Pedagogy peer learning
HGSE: Content adult development

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Education A333Y Section: 01
Strategic Leadership: Schools, Organizations, and Start-Ups (203941)
Irvin Scott
2018 Fall (2 Credits) Schedule: R 0530 PM - 0659 PM
Instructor Permissions: Instructor Enrollment Cap: 40
The primary goal of this yearlong course is to prepare all students for the demands of school / organizational
development and leadership. The course will focus on four leadership standards: instructional leadership,
operational and managerial leadership, family and community engagement and 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. Students will learn to lead learning and acquire the skills
necessary to effectively lead people, organizations and themselves. Students will be prepared for leadership roles
in schools, for-profit and not-for-profit and community-based organizations. Successful completion of this course
and the 500-hour internship experience that accompanies it are core requirements of the School Leadership
Program (SLP).
Permission of instructor required. Required for Ed.M. students in the School Leadership Program Principal
Licensure Strand. Doctoral students admitted with permission.

Additional Course Attributes:

Attribute Value(s)
Full Year Course Indivisible Course
All: Cross Reg Availability Not Available for Cross Registration

Education A334Y Section: 01

Strategic Leadership: Schools, Organizations, and Start-Ups (203942)
Irvin Scott
2019 Spring (2 Credits) Schedule: R 0530 PM - 0659 PM
Instructor Permissions: Instructor Enrollment Cap: 30
The primary goal of this yearlong course is to prepare all students for the demands of school / organizational
development and leadership. The course will focus on four leadership standards: instructional leadership,
operational and managerial leadership, family and community engagement and 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. Students will learn to lead learning and acquire the skills
necessary to effectively lead people, organizations and themselves. Students will be prepared for leadership roles
in schools, for-profit and not-for-profit and community-based organizations. Successful completion of this course
and the 500-hour internship experience that accompanies it are core requirements of the School Leadership
Program (SLP).
Permission of instructor required. Required for Ed.M. students in the School Leadership Program Principal
Licensure Strand. Doctoral students admitted with permission.

Additional Course Attributes:
Attribute Value(s)
HGSE: Content school reform
HGSE: Competencies engage in difficult conversations
HGSE: Content race/ethnicity
HGSE: Pedagogy research project
HGSE: Pedagogy reflective writing
HGSE: Competencies write a research/analytic paper
HGSE: Competencies analyze arguments
HGSE: Content social contexts
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy small-group discussion
HGSE: Content diversity equity inclusion
HGSE: Content history
HGSE: Pedagogy peer learning

Education A501 Section: 01

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy lecture
HGSE: Content ethnic studies
HGSE: Pedagogy experiential learning
HGSE: Content relationships
HGSE: Content advocacy
HGSE: Content culture
HGSE: Content organizations
HGSE: Competencies engage in difficult conversations
HGSE: Content gender
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HGSE: Content race/ethnicity
HGSE: Content teams
HGSE: Content group dynamics
HGSE: Pedagogy design thinking
HGSE: Pedagogy reflective writing
HGSE: Content curriculum development
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content system-level leadership
HGSE: Content immigration
HGSE: Pedagogy field-based project
HGSE: Competencies collaborate
HGSE: Pedagogy peer learning
HGSE: Content coaching
HGSE: Content learning and teaching
HGSE: Competencies practice equity and inclusion
HGSE: Competencies engage families
HGSE: Content partnerships
HGSE: Competencies make a presentation
HGSE: Content leadership
HGSE: Pedagogy team-based learning
HGSE: Content strategic planning
HGSE: Content politics
HGSE: Content history
HGSE: Content innovation
HGSE: Content lgbtq
HGSE: Content civic engagement
HGSE: Content social justice
HGSE: Content community
HGSE: Content social development
HGSE: Competencies facilitate group process
HGSE: Competencies deliver a lesson
HGSE: Competencies think strategically
HGSE: Content values
HGSE: Competencies make a speech
HGSE: Pedagogy case-method learning
HGSE: Competencies develop a theory of action
HGSE: Content teaching for understanding
HGSE: Content motivation
HGSE: Content negotiation
HGSE: Content learning differences
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Competencies build partnership
HGSE: Pedagogy small-group discussion
HGSE: Content nonprofits
HGSE: Content pedagogy
HGSE: Content diversity equity inclusion
HGSE: Content civil rights
HGSE: Pedagogy internship
HGSE: Pedagogy discussion sections
HGSE: Content identity
HGSE: Pedagogy project-based learning

Education A701A Section: 01

HARVARD UNIVERSITY Page 48 of 218 8/24/2018 14:19 PM

Additional Course Attributes:
Attribute Value(s)
HGSE: Competencies use quantitative-research software
HGSE: Pedagogy case-method learning
HGSE: Content assessment
HGSE: Pedagogy experiential learning
HGSE: Pedagogy project-based learning
HGSE: Competencies create data visualizations
HGSE: Content descriptive statistics
HGSE: Competencies analyze quantitative data
HGSE: Content decision-making
HGSE: Pedagogy peer learning
HGSE: Competencies make a presentation
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy online and blended learning
HGSE: Content higher education
HGSE: Competencies develop a theory of action
HGSE: Pedagogy lab sessions
HGSE: Content higher-education access
HGSE: Content data analysis
HGSE: Pedagogy field-based project

Education A710K Section: 01

Community College Practicum (208083)
Ross Gittell
2019 Spring (2 Credits) Schedule: M 0400 PM - 0759 PM
Instructor Permissions: Instructor Enrollment Cap: 25

(New course.) The Community College Practicum provides students with the opportunity to gain
professional experience by conducting project-related research and providing evidence-based
recommendations to a community college client. The projects will be focused on instructional,
advising, and administrative redesigns that can support improvement in student outcomes. The
course will provide students with the opportunity to draw on their experience and apply their
coursework to help a community college with a real-time problem of practice. Students will work
directly with current professionals in the community college field. There will be individual and
team (2 –4 students) projects. Students will choose from project opportunities at community
colleges in different regions of the nation that will be presented in the first class. In-class
sessions will alternate weeks with required project team meetings with the course instructor.
Class sessions will engage students in project-related learning, including review of research
relevant to projects and discussions with community college practitioners and thought leaders
Project meetings will be conducted in person and virtually. The course will be of most interest
to students seeking to apply learning to professional practice and also those with interest in
education practice redesign and change management.
Permission of instructor required. This course is part of a two-module community college series.
It is recommended that students take the first module of the series, Community Colleges and the
Advancement of Educational and Economic Opportunity in America, unless they have significant
professional experience at a community college or are a graduate of a community college.

Class Notes: Class will meet on the following dates:

March 25

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Class Notes: The first class will meet on Wednesday, September 5.

HARVARD UNIVERSITY Page 55 of 218 8/24/2018 14:19 PM

Additional Course Attributes:
Attribute Value(s)
HGSE: Content economic development
HGSE: Content innovation
HGSE: Content arts
HGSE: Content entrepreneurship
HGSE: Competencies collaborate
HGSE: Content culture
HGSE: Competencies think strategically
HGSE: Competencies develop a business proposal or plan
HGSE: Content technology
HGSE: Content policy
HGSE: Content global/international context
HGSE: Competencies facilitate group process
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Content health
HGSE: Content strategic planning

Education A822 Section: 01

The Consequences of Educational Policy Interventions in Developing Countries: Recent Evidence (180339)
Felipe Barrera-Osorio
2019 Spring (4 Credits) Schedule: TBD
Instructor Permissions: None Enrollment Cap: n/a
The past two decades have seen the emergence of numerous rigorous evaluations of educational interventions in
developing countries. These studies employ methodologies that allow researchers to reach causal conclusions
about the effects of the programs they evaluated. This course aims to distill the primary policy lessons from these
studies by reviewing the main theories that motivated them, the empirical strategies used to assess them, the
emerging puzzles, and the substantive results and their policy implications. The course will analyze new evidence
emerging from developing countries concerning basic education (K-12) and will have an economic perspective on
educational problems. By the end of the course, students will have acquired a comprehensive knowledge of the
evidence of the impact of various strategies to improve access to education and learning in developing countries, an
understanding of the policy consequences of these educational strategies and of the strengths and weaknesses of
different methodological approaches to impact evaluation in education, and strong analytical and communication
skills to make evidence-based judgments and to convey them effectively to nontechnical audiences.
Prerequisites: prior knowledge of economics, as demonstrated by completion of A-205 or equivalent, and an
understanding of statistics, as demonstrated by completion of S-030 or equivalent. The course is designed for
master's and doctoral students, as well as for other graduate students across Harvard interested in education and
economics of education in developing countries. Jointly offered at the Harvard Kennedy School (HKS) as SUP 450.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy peer learning
HGSE: Content families
HGSE: Content program evaluation
HGSE: Competencies analyze quantitative data
HGSE: Pedagogy lecture
HGSE: Pedagogy case-method learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy problem sets
HGSE: Content policy
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HGSE: Competencies write a policy memo
HGSE: Content global/international context

Education A826 Section: 01

The Politics of Education in the Developing World (203621)
Emmerich Davies
2018 Fall (4 Credits) Schedule: MW 0400 PM - 0530 PM
Instructor Permissions: None Enrollment Cap: n/a
How have globalization and market-oriented reforms impacted efforts to expand education access? How do political
constraints influence education expenditures? What is the effect of political and administrative decentralization on
parental participation and educational outcomes? This course will explore these and other questions as we
consider the role that political institutions, elected leaders, civil society, students, teachers, and bureaucrats 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, including two projects that hone 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.

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration

Education H140A Section: 01

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of a larger study.
Permission of instructor is required. Enrollment is limited to 18. No prerequisites; master's students with an interest
in doing research may apply to enroll. Enrollment procedure will be posted on the course website. Must be taken for
Satisfactory/No Credit basis.

Class Notes: Class will meet biweekly.

Education H310M Section: 01

Establishing Loving Spaces for Learning: Preventing Bullying and Discrimination in U.S. Schools (180496)
Gretchen Brion-Meisels
2018 Fall (2 Credits) Schedule: M 0400 PM - 0659 PM
Instructor Permissions: None Enrollment Cap: n/a

Instructor Permissions: Instructor Enrollment Cap: 20

With continuing advances in communications technology, emergent media pathways afford

Additional Course Attributes:

Attribute Value(s)
HGSE: Content social development
HGSE: Content values
HGSE: Pedagogy peer learning
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HGSE: Competencies conduct an interview
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content adolescent development
HGSE: Pedagogy multimedia texts
HGSE: Content media

Education H371 Section: 01

Theories and Methods of Child/Adolescent Cognitive and Psychological Assessment (180531)
Holly Lem
2019 Spring (4 Credits) Schedule: R 0500 PM - 0759 PM
Instructor Permissions: Instructor Enrollment Cap: 30
The purpose of this course is to provide a broad theoretical overview of different approaches to the cognitive and
psychological assessment of children and adolescents. Students will cultivate diagnostic problem solving skills,
including clinical interviewing with an exposure to cognitive and personality testing. The strengths and limitations of
these approaches will be explored in the context of furthering critical inquiry and understanding assessment
practices. The course will emphasize using a multifaceted approach in the attempt to capture the complexity of the
individual. It should be noted that while students will be exposed to the administration and scoring of a range of
psychological tests, this introductory survey course does not qualify them for "real life" use of these tests without
extensive additional training. The course instead should be viewed as providing students with a theoretical
background that will help inform their understanding of how evaluations are used in various settings. Ethical
considerations, controversies related to assessment, and multicultural issues will be discussed.
Permission of instructor required. Enrollment is limited. Ed.M. and CAS in Counseling students in the Prevention
Science and Practice Program given preference. No prerequisites; previous counseling with children and/or
adolescents highly recommended. Required for Ed.M. and CAS in Counseling students in the Prevention Science
and Practice Program pursuing licensure as a school guidance counselor or a school social worker/school
adjustment counselor. Enrollment procedure will be posted on the course website.

Class Notes: Required, one-hour, weekly section, Thursdays, 7:00 - 8:00 p.m.

Additional Course Attributes:

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content psychological testing
HGSE: Competencies administer an assessment
HGSE: Pedagogy experiential learning
HGSE: Competencies conduct psychosocial interview
HGSE: Content assessment
HGSE: Content ethics
HGSE: Pedagogy case-method learning
HGSE: Content adolescent development
HGSE: Content child development

Education H380AY Section: 01

Childhood Pre-Practicum I: Developmental Interventions for Children in School and Community Settings (180539)

Attribute Value(s)
HGSE: Competencies design a lesson
HGSE: Content developmental psychology
HGSE: Competencies collaborate
HGSE: Competencies engage families
HGSE: Content social development
HGSE: Content risk prevention/intervention
HGSE: Content mental health
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies practice equity and inclusion
HGSE: Content social justice
HGSE: Content adolescent development
HGSE: Competencies conduct an interview

Education H390AY Section: 01

Theory, Practice, and Technique in Working with Children, Adolescents, and Families: Part I (203715)
Holly Lem
2018 Fall (4 Credits) Schedule: T 0230 PM - 0529 PM
Instructor Permissions: Instructor Enrollment Cap: 16
The course's primary goal is to focus on the immediacy of the work that students will be engaged with and
challenged by at their various placements. H-390AY will focus on understanding the complexities of helping a
child/adolescent within a school setting. A particular emphasis will be on exploring the delicate interplay between
theory and practice as it applies to the work that students will be doing on site. Students will discuss advanced
counseling theories as a way to better hone and develop class members' own school counseling competencies.
Ethical challenges associated with school based counseling will be incorporated as a significant part of the
discussion. Multicultural awareness and sensitivity will be discussed at length. Students will be responsible for
presenting an ongoing case over the course of the year that will highlight both the challenges and their growth as
professional school counselors.
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. Required for CAS in Counseling students in the
Prevention Science and Practice Program pursuing licensure as a school guidance counselor or a school social
worker/school adjustment counselor. Enrollment procedure will be posted on the course website. H-390AY and H-
390BY were formerly H-390A and H-390B.

Class Notes: Required, weekly, 90-minute section, Tuesdays, 4:00 - 5:30 p.m .

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies write a case study
Full Year Course Indivisible Course
HGSE: Content counseling
HGSE: Pedagogy reflective writing
HGSE: Content social development
HGSE: Pedagogy peer learning
HGSE: Content relationships
HGSE: Pedagogy internship
HGSE: Content ethics

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All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy small-group discussion
HGSE: Content families
HGSE: Content advocacy

Education H390BY Section: 01

Theory, Practice, and Technique in Working with Children, Adolescents, and Families: Part II (203716)
Holly Lem
2019 Spring (4 Credits) Schedule: T 0230 PM - 0529 PM
Instructor Permissions: Instructor Enrollment Cap: n/a
The course's primary goal is to focus on the immediacy of the work that students will be engaged with and
challenged by at their various placements. H-390BY will focus more extensively than H-390AY on counseling within
various systems, including the challenges of involving parents in school-based work. Connections between school,
home, and peer groups will be addressed as well. Students will be encouraged to think critically and thoughtfully
about the child/adolescent who is embedded in multiple systems and how best to incorporate preventative and
intervention based strategies to better help the child succeed. Students will be responsible for presenting an
ongoing case presentation over the course of the year that will highlight both the challenges and their growth as
professional school counselors.
Permission of instructor required. Enrollment is limited to CAS students. Prerequisites: H-380A/BY or H-381A/BY
and H-390AY. Required for CAS in Counseling students in the Prevention Science and Practice Program who are
pursuing licensure as a school guidance counselor or a school social worker/school adjustment counselor.
Enrollment procedure will be posted on the course website. H-390AY and H-390BY were formerly H-390A and H-
390B.

Class Notes: Required, weekly, 90-minute section, Tuesdays, 4:00 - 5:30 p.m.

Attribute Value(s)

Education H397Y Section: 01

Research Experience in Prevention Science and Practice (203499)
Nancy Hill
2018 Fall (2 Credits) Schedule: T 0230 PM - 0529 PM
Instructor Permissions: Instructor Enrollment Cap: 20

This course is designed for graduate students seeking to gain hands-on research training resulting and
guided research experience. It is structured as a yearlong "research apprenticeship," providing opportunities
for students to gain sustained, hands on research experience, while learning the theory and methods for
conducting research that informs prevention/intervention programs, policy, and practice. Students are placed
as research assistants in a faculty member's active research lab, where they will learn about and conduct
various facets of research, including design and data collection, management, analysis, interpretation of
evidence, and presentation of findings. Based on the research underway in their research practicum site,
students craft research questions and hypotheses of their own, in which they test and analyze in the context
of their work in their research lab. The results from their research project may take the form of a publishable
paper submitted to a peer-reviewed journal and/or a presentation at a research conference in prevention
science.
Permission of instructor required. Enrollment is limited. Fulfills one of the research requirements for Ed.M.
students in the Prevention Science and Practice Program. Enrollment procedure will be posted on the
course website.

Class Notes: Class meets bi-weekly.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies write a literature review
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HGSE: Content research methods
HGSE: Pedagogy research project
HGSE: Competencies collect quantitative data
HGSE: Competencies analyze quantitative data
HGSE: Content descriptive statistics
HGSE: Pedagogy field-based project
HGSE: Competencies write a research/analytic paper
HGSE: Competencies collect qualitative data
HGSE: Content data analysis
HGSE: Competencies analyze qualitative data
HGSE: Pedagogy experiential learning
HGSE: Competencies write a research proposal
HGSE: Competencies make a presentation
HGSE: Content foundational quantitative methods
HGSE: Content research ethics
HGSE: Content risk prevention/intervention
HGSE: Competencies develop a theory of action
Full Year Course Indivisible Course
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop research questions

Education H398Y Section: 01

Research Experience in Prevention Science and Practice (203503)
Nancy Hill
2019 Spring (2 Credits) Schedule: T 0230 PM - 0529 PM
Instructor Permissions: None Enrollment Cap: 20

This course is designed for graduate students seeking to gain hands-on research training resulting and
guided research experience. It is structured as a yearlong "research apprenticeship," providing opportunities
for students to gain sustained, hands on research experience, while learning the theory and methods for
conducting research that informs prevention/intervention programs, policy, and practice. Students are placed
as research assistants in a faculty member's active research lab, where they will learn about and conduct
various facets of research, including design and data collection, management, analysis, interpretation of
evidence, and presentation of findings. Based on the research underway in their research practicum site,
students craft research questions and hypotheses of their own, in which they test and analyze in the context
of their work in their research lab. The results from their research project may take the form of a publishable
paper submitted to a peer-reviewed journal and/or a presentation at a research conference in prevention
science.
Permission of instructor required. Enrollment is limited. Fulfills one of the research requirements for Ed.M. students
in the Prevention Science and Practice Program. Enrollment procedure will be posted on the course website.

Class Notes: Class meets bi-weekly.

Requirements: Enrollment in this course requires completion of H397Y.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy experiential learning
HGSE: Competencies analyze qualitative data
HGSE: Content data analysis
HGSE: Content research ethics
HGSE: Pedagogy field-based project
HGSE: Competencies make a presentation
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HGSE: Competencies write a research/analytic paper
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies develop a theory of action
HGSE: Competencies collect qualitative data
HGSE: Competencies collect quantitative data
HGSE: Competencies write a literature review
HGSE: Competencies write a research proposal
HGSE: Content descriptive statistics
Full Year Course Divisible Course
HGSE: Competencies analyze quantitative data
HGSE: Content foundational quantitative methods
HGSE: Content risk prevention/intervention
HGSE: Competencies develop research questions
HGSE: Pedagogy research project

Education H517 Section: 01

Contemporary Immigration Policy and Educational Practice (180615)
Roberto Gonzales
2019 Spring (4 Credits) Schedule: W 0100 PM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a
Today's immigration debates have brought to the fore conflicting visions regarding the place of immigrants in our
society and educational systems. This course will examine legal and undocumented immigration from both
community level and policy frames of understanding and interrogation. Students will start with the broad question of
what Americans should do with the current immigration system--including the estimated 11.1 million people
presently living in the United States in unauthorized residency status--and then take a deeper look at the ways in
which U.S. laws and school experiences shape the everyday lives of immigrant children, adolescents, and young
adults. Finally, students will explore the challenges educators face in working within the intersection of immigration
policy and people's lives, and how this work shapes various possible roles as teachers, leaders, school policy-
makers, advocates, and allies.

Additional Course Attributes:

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration

Education H606 Section: 01

Additional Course Attributes:
Attribute Value(s)
HGSE: Content teaching for understanding
HGSE: Competencies collaborate
HGSE: Content learning and teaching
HGSE: Content motivation
HGSE: Competencies design a lesson
HGSE: Content classroom instruction
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content learning differences
HGSE: Competencies deliver instruction
HGSE: Content universal design for learning
HGSE: Pedagogy lecture
HGSE: Content pedagogy
HGSE: Pedagogy curriculum-design project
HGSE: Content teacher preparation
HGSE: Content instructional design
HGSE: Content metacognition
HGSE: Pedagogy peer learning
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy experiential learning
HGSE: Pedagogy simulation/role play
HGSE: Content curriculum development
HGSE: Competencies practice equity and inclusion
HGSE: Competencies develop curriculum
HGSE: Content language and literacy
HGSE: Content reading
HGSE: Pedagogy reflective writing

Education H810F Section: 01

Literacy Coaching (180750)
Lisa Messina
2018 Fall (4 Credits) Schedule: R 0500 PM - 0759 PM
Instructor Permissions: None Enrollment Cap: n/a
In this course, participants will learn what it means to be a literacy coach--an onsite, ongoing professional developer
and instructional leader--by reviewing current research on coaching and interacting with coaches and teachers in
local public schools. The course is appropriate for master's and doctoral students wanting to learn more about the
theories and practices current coaching models rely on to support and strengthen teachers' literacy instruction.
Research and theory addressed in the course will focus on the intersection of the following fields: adult
development, professional development, the relationship between teacher quality and student achievement, teacher
change, and school improvement. Using a workshop format, participants will address the following overarching

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course questions: What does literacy coaching look like across grade levels and coaching models? How does
research support or conflict with current coaching practices as enacted in schools? Which coaching practices do
teachers, coaches, and researchers believe are effective? How can coaching support school improvement efforts?
What qualifications do coaches need, and how do we evaluate their effectiveness? The course goes above and
beyond H-810H, Introduction to Literacy Coaching, by focusing on coaching practices and providing participants
with the opportunity to observe a coach in a local public school. The final assignment and weekly activities are
specifically designed to allow those interested in literacy education, professional development, and school
improvement to pursue their academic interests as related to current literacy coaching research and practice.
A 10-hour practicum observing a literacy coach in a local public school is required. Required for Ed.M. students in
the Language and Literacy Program Literacy Coach Strand.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy discussion sections
HGSE: Content teacher preparation
HGSE: Content adult development
HGSE: Pedagogy field-based visit(s)
HGSE: Content school reform
HGSE: Competencies facilitate group process
HGSE: Content leadership
HGSE: Competencies collaborate
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy simulation/role play
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content group dynamics
HGSE: Content student achievement
HGSE: Pedagogy licensure practicum
HGSE: Pedagogy field-based project
HGSE: Pedagogy socratic discussion
HGSE: Content reading
HGSE: Pedagogy reflective writing
HGSE: Competencies write a case study

Education H860 Section: 01

Reading Difficulties (180761)
Joanna Christodoulou
2019 Spring (4 Credits) Schedule: W 0100 PM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a
This course provides a conceptual and theoretical foundation for understanding task demands of reading text, and
the ways in which readers may struggle in acquiring and developing these skillsets. Reading difficulties will be
understood in the context of developmental, socio-cultural, cross-linguistic, and cognitive neuroscience
perspectives. Contemporary remediation and compensatory approaches will be reviewed.
Prerequisites: a background in language and reading development. Required for Ed.M. students in the Language
and Literacy Program pursuing licensure as a reading specialist teacher.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies practice equity and inclusion
HGSE: Content language and literacy
HGSE: Pedagogy online and blended learning
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HGSE: Content learning and teaching
HGSE: Competencies engage in difficult conversations
HGSE: Content reading
HGSE: Content cognitive development
HGSE: Pedagogy guest speaker(s)
HGSE: Competencies analyze arguments
HGSE: Pedagogy project-based learning
HGSE: Content learning differences
HGSE: Content assessment
HGSE: Pedagogy lecture
HGSE: Content disability/ableism
HGSE: Content neuroscience
HGSE: Pedagogy research project
HGSE: Competencies make a presentation
HGSE: Competencies write a literature review
HGSE: Pedagogy small-group discussion
All: Cross Reg Availability Available for Harvard Cross Registration

Education HT107 Section: 01

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 practicum course to work
with researchers, producers, 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 undertake a needs assessment; how to conduct
research on media-based 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. Course learning activities include lectures,

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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 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.
Open to all students, including cross-registrants. No prerequisites.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies develop a business proposal or plan
HGSE: Content curriculum development
HGSE: Content motivation
HGSE: Content media
HGSE: Content risk prevention/intervention
HGSE: Content child development
HGSE: Competencies practice equity and inclusion
HGSE: Content formative evaluation
HGSE: Competencies develop curriculum
HGSE: Competencies collaborate
HGSE: Competencies analyze arguments
HGSE: Content entrepreneurship
HGSE: Content out-of-school time
HGSE: Content qualitative research
HGSE: Competencies write a research proposal
HGSE: Content global/international context
HGSE: Content civic engagement
HGSE: Content innovation
HGSE: Content cognitive development
HGSE: Competencies facilitate group process
HGSE: Pedagogy peer learning
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies make a presentation
HGSE: Content informal learning
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy multimedia projects
HGSE: Content technology
HGSE: Content fundraising
HGSE: Pedagogy field-based project
HGSE: Pedagogy guest speaker(s)
HGSE: Content museums
HGSE: Competencies build partnership
HGSE: Pedagogy team-based learning
HGSE: Content developmental psychology
HGSE: Content diversity equity inclusion
HGSE: Content learning and teaching
HGSE: Content partnerships

Education HT500 Section: 01

Growing Up in a Media World (180785)
Joe Blatt

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2018 Fall (4 Credits) Schedule: R 0230 PM - 0359 PM
T 0200 PM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a

Young children typically spend thirty hours every week in front of television and other screens. As they grow
up, add listening to music, going to the movies, using tablets and smartphones, playing video games, and
social networking...the amount of time most children and young people invest in media is more than twice
the time they spend in school. What is the impact of growing up immersed in this digital world? What do
children learn from media, and what issues does it raise for them? In this course we examine the pervasive
role of electronic media--broadcast television, videos, movies, music, games, websites, apps, social
networks--in educating and socializing children and teenagers. The course draws on your own experience
with media, and introduces a wide range of psychological, sociological, and survey research. We explore the
variety of content available to young people and their families; document the developing child's patterns of
use and understanding of media; examine theories and methods for assessing media effects; review
research on the role of media in shaping individual identity, social relationships, and responses to
challenging content; and analyze public policies that affect media creators, consumers, and citizens.
Learning activities include lectures, screenings, presentations by guest experts, class discussions, and
student presentations. Section meetings take place during the scheduled class time on Thursday. You have
the opportunity to carry out two structured research assignments, deliver a brief presentation in class or
online, and develop a final paper or project on a topic of special interest to you.
Open to all students, including cross-registrants

Additional Course Attributes:

Race, Equity, and Leadership (203674)
Deborah Jewell-Sherman
2019 Spring (2 Credits) Schedule: R 0900 AM - 1159 AM
Instructor Permissions: Instructor Enrollment Cap: 25
Transformational leadership in education advances equity for all learners. For a system-level leader, a commitment
to equity is only one essential step in a personal and professional journey. Leading to develop and sustain
genuinely inclusive, equity-focused schools and systems in the United States requires understanding the
intersection of race, identity, power, and privilege in our society and schools. The work of educational equity
demands leaders who can replace inequitable structures and practices by confronting the legacies of racism and
other forms of exclusion, building strengths-based instructional capacity and cultural competency, effective
communication and leadership of dialogue, authentic family and community engagement, and more. Developing the
capabilities within education systems to do this critical work is the purpose of this course.
Permission of instructors required. Enrollment is limited to first-year students in the Ed.L.D. program. L-106AY and
L-106BY were formerly yearlong L-106.

Ed.L.D. Second Year Core Leadership Seminar: Driving Change (205894)
Irvin Scott
2019 Spring (2 Credits) Schedule: TBD
Instructor Permissions: Instructor Enrollment Cap: 25
Change is a complex process, requiring leaders who understand its stages and ways to overcome obstacles and
seize opportunities to achieve outcomes. In this course, second year Ed.L.D. students will explore how effective
change management strategies can be used to generate support and momentum at all levels of an organization.
From setting benchmarks to communicating more effectively, you will gain tools to build goodwill and keep all
constituents moving toward a common mission.
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. L200, L201 and L203
alternate during the Friday Core Seminar time block (9 a.m.-12 p.m., with a few select sessions beginning at 8 a.m.
or meeting at special times as designated).

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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration

Education L203AY Section: 01

Second-Year Practicing Leadership: Peer and Pod Coaching (203701)
Lisa Lahey
Adria Goodson
2018 Fall (2 Credits) Schedule: F 0900 AM - 1159 AM
Instructor Permissions: Instructor Enrollment Cap: 30

The central focus of year 2 in Practicing Leadership Inside and Out is on deepening your capacities to be
transformational leaders. At their core, transformational leaders are able to understand systemic problems,
set new directions, lead change and learn quickly from mistakes made in the process. They create a culture
that supports others' development to engage complex work effectively, across a wide array of human
differences given diverse life experiences (race, ethnicity, gender, class, sexual orientation etc.)
personality preferences, and conflict engagement styles. The successful enactment of these competencies
calls on leaders to exercise complex psychological capacities. In Kegan's developmental language, they
create a demand for leaders to be "self-authoring". A main goal of the course is to continue supporting
students in their development towards, within or beyond a self-authoring mindset. PLIO Year 2 is
designed to enable you to continue to develop the intrapersonal (within yourself) and interpersonal
(between you and another person or persons) capacities towards becoming a transformational leader.
Additionally, it is designed to deepen your capacity to intentionally create deliberately developmental
containers. 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.

Class Notes: Class will meet on the following dates:

September 7
September 21
October 19
November 9
November 30

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Content leadership
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy multimedia texts
Full Year Course Indivisible Course
HGSE: Pedagogy peer learning
HGSE: Content coaching

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Education L203BY Section: 01
Second-Year Practicing Leadership: Peer and Pod Coaching (203703)
Lisa Lahey
Adria Goodson
2019 Spring (1 Credits) Schedule: F 0900 AM - 1159 AM
Instructor Permissions: Instructor Enrollment Cap: 30
The central focus of year 2 in Practicing Leadership Inside and Out is on deepening your capacities to be
transformational leaders. At their core, transformational leaders are able to understand systemic problems, set new
directions, lead change and learn quickly from mistakes made in the process. They create a culture that supports
others' development to engage complex work effectively, across a wide array of human differences given diverse
life experiences (race, ethnicity, gender, class, sexual orientation etc.) personality preferences, and conflict
engagement styles. The successful enactment of these competencies calls on leaders to exercise complex
psychological capacities. In Kegan's developmental language, they create a demand for leaders to be "self-
authoring". A main goal of the course is to continue supporting students in their development towards, within or
beyond a self-authoring mindset. Our specific focus will be on further developing your capacity to take responsibility
for your thoughts and emotions in the context of engaging differences, especially around race and other identity
markers. Students will further grow in their ability to understand, engage, and effectively support and challenge
others, especially their Ed.L.D. colleagues. The primary containers for students' learning and growth this year are
peer coach pairs, and a 4-person pod (which consists of two peer coaching pairs).
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. L200, L201 and L203
alternate during the Friday Core Seminar time block (9 a.m.-12 p.m., with a few select sessions beginning at 8 a.m.
or meeting at special times as designated).

Class Notes: Class will meet on the following dates:

February 8
February 15
March 8
March 29
April 26

Attribute Value(s)
All: Cross Reg Availability Not Available for Cross Registration

Education S010B Section: 01

Designing Surveys and Questionnaires: Principles and Methods (180850)
Joseph McIntyre
2019 Spring (2 Credits) Schedule: MW 0400 PM - 0530 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.

Class Notes: Optional, weekly, 90-minute section.

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Additional Course Attributes:
Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies design a survey instrument
HGSE: Pedagogy lab sessions
HGSE: Pedagogy problem sets
HGSE: Pedagogy lecture
HGSE: Competencies collect quantitative data
HGSE: Pedagogy team-based learning
HGSE: Content descriptive statistics
HGSE: Content research methods
HGSE: Content foundational quantitative methods
HGSE: Competencies understand data

Education S010C Section: 01

Large-Scale Data Analysis for Complex and Weighted Survey Designs (205641)
Joseph McIntyre
2019 Spring (2 Credits) Schedule: TR 0400 PM - 0530 PM
Instructor Permissions: None Enrollment Cap: n/a
This course is intended for students who want to work with existing large-scale datasets. These datasets offer users
the ability to draw justified inferences about large populations, often whole countries or more, but using them can be
challenging. This course will cover the basics of using the design of a survey to obtain unbiased estimates of
population characteristics, and to conduct principled statistical inference. It will also cover fitting models using
survey weights; sampling error and non-sampling error; finite population corrections; model-based inference and
design-based inference; inference in the presence of non-response; different sampling strategies including stratified
sampling, cluster sampling, systematic sampling, and simple random sampling; and a brief introduction to scale
scores and how to use them. This is an applied course, and though we will build intuition around how and why we
use survey weights, the focus will be on using those weights to estimate parameters of interest. The course will be
conducted using the Stata statistical software package, and students are expected to have some familiarity with the
program, or to be able to teach themselves the basics. The final project, which we will work on throughout the
course, will require students to use an actual survey to answer a question of interest to them. However, the
instructor will help students to identify an appropriate survey and to formulate an appropriate question.Prerequisites:
successful completion of S-052 , concurrent enrollment in S-052, or permission of the instructor.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies analyze quantitative data
HGSE: Competencies use quantitative-research software
HGSE: Competencies write a research/analytic paper
HGSE: Content descriptive statistics
Course Search Attributes Display Only in Course Search
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content statistics
HGSE: Content foundational quantitative methods
HGSE: Pedagogy lab sessions
HGSE: Pedagogy problem sets
HGSE: Pedagogy lecture
HGSE: Content data analysis
HGSE: Content research methods

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Education S011 Section: 01
Understanding Today's Educational Testing (180853)
Daniel Koretz
2018 Fall (4 Credits) Schedule: MW 0400 PM - 0559 PM
Instructor Permissions: None 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. This course provides the background students
need to understand test results and to use testing appropriately in their later work. It is designed for students
with no statistical training and presents material conceptually rather than mathematically. The course has
three main goals. First, it provides a context for understanding assessment results. For example, we will
explore data on group differences in performance, trends in achievement in the United States, and
international differences in achievement. Second, the course covers the essential concepts of measurement,
such as reliability, validity, and bias. Third, the course applies these principles to a variety of current issues
in education policy, such as high-stakes testing and testing students with special needs.
This is not a methods course and is not intended for doctoral students who may need to use measurement
in their research or evaluate test results using technical criteria. Doctoral students for whom a methods
course in measurement is not appropriate are encouraged to enroll in S-011.

Introductory and Intermediate Statistics for Educational Research: Applied Linear Regression (180864)

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Joseph McIntyre
2018 Fall (4 Credits) Schedule: TR 1000 AM - 1130 AM
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 thoughtfully manage and appraise the analyses of others. This course will
cover the basic principles of quantitative data analysis and is 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 together 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 in a cogent manner; and (6) produce publication-style visual displays of results. Because
quantitative skills are best learned through practice, computer-based statistical analyses (using Stata) 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.
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 instructors if you have any questions about
whether S-040 is right for you.

Class Notes: Required, weekly, 90-minute section.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy problem sets
HGSE: Competencies use quantitative-research software
HGSE: Pedagogy lecture
HGSE: Content foundational quantitative methods
HGSE: Content descriptive statistics
HGSE: Competencies collaborate
HGSE: Pedagogy team-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies create data visualizations
HGSE: Pedagogy lab sessions
HGSE: Competencies write a research/analytic paper
HGSE: Content data analysis
HGSE: Competencies analyze quantitative data
HGSE: Content statistics
HGSE: Content research methods

Education S040 Section: 02

Introductory and Intermediate Statistics for Educational Research: Applied Linear Regression (180864)
Joseph McIntyre
2018 Fall (4 Credits) Schedule: TR 1130 AM - 1259 PM
Instructor Permissions: None Enrollment Cap: n/a

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Class Notes: Weekly, two-hour, lab group meetings.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy research project
HGSE: Pedagogy field-based visit(s)
HGSE: Competencies use quantitative-research software
HGSE: Competencies develop research questions
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content civic engagement
HGSE: Competencies analyze qualitative data
HGSE: Content research methods
HGSE: Pedagogy peer learning
HGSE: Competencies write a research proposal
HGSE: Competencies use qualitative-research software
HGSE: Competencies collect qualitative data
HGSE: Competencies make a presentation
HGSE: Content community

Education S063 Section: 01

The Meanings Children and Youth Make of Stories about Relational, Social and Civic Topics (180873)

2018 Fall (4 Credits) Schedule:

Instructor Permissions: Instructor Enrollment Cap: 25

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communications. Ideally, they are data-sets brought to the course by class members; but they may
be "previously-collected" (curated) discourses (e.g., essays written by students; responses to
questionnaires; interviews on record; or observations, etc.); or they may be "fortuitously found"
public documents, most often selectively gathered from commentaries shared freely, often
anonymously, as, for instance, posts, "on-line." Class members will construct and explore
research questions that in general ask, how do individuals--at different ages, or from different
backgrounds, or in different positions--make sense and meaning of felt social experiences, both
their own and those of others. And, highly relevant to the field of education--developmentally,
contextually, or comparatively speaking--how individual as well as different groups of views,
comments, actions, and narratives vary from one another in either quality or kind. This course
will be designed for individualized learning. Each class member will design her own course plan.
The course is oriented toward research-oriented students from GSE, and from other parts of
Harvard University. Course Connections: S-063 provides research methods and qualitative
analytic tools—thematic, and discursive in nature, that align with H-370, a fall course, which
focuses on the interests that youth have in understanding stories and other forms of narration.
Analytic methods in S-063 will help us to understand the meaning youth make of the stories to
which they are exposed, and to analyze the comments youth make in their own discussions of
these stories. Projects started in H-370 may be carried over into S-063.
Permission of instructor required. Enrollment is limited.

Tackling Tough Challenges in Modern American Higher Education: Diagnosis and Solutions (180888)
Richard Light
2018 Fall (4 Credits) Schedule: M 0900 AM - 1059 AM
Instructor Permissions: None Enrollment Cap: n/a

This course explores nine controversies in American higher education. The overarching theme is
how to help all students to succeed and prosper in a broad variety of universities. This is a time
when students bring increasingly different backgrounds to campus, and financial constraints are
real. Topics include (1) Changing demographics -- on some campuses the variety of different
backgrounds among students works wonderfully well and everyone benefits. On other
campuses, it works far less well. What concrete policy decisions by campus leaders can
enhance the good? How do we know when we are doing well or poorly? (2) New Technologies --
how will on-line learning opportunities change and reshape different kinds of colleges and
universities? How will the roles of faculty, staff, students, and administrators change? What
decisions must campuses make very soon? We will do an in-class Simulation with student
teams to explore this question in depth. (3) Student services—what constitutes good advising, or
running an effective orientation, and helping students with problems. What are good ways to
structure such services? (4) Assessment—how can we examine rigorously how well a college is
serving its students? What are ways to measure value-added, in other words what students are
actually learning on campus? (5) Enhancing transitions for college success-- What formal
policies can help students to make the important transition from high school to college most
effectively and successfully? (6) Liberal arts--is the future of America's many liberal arts
colleges bright or grim? (7) Public universities--most American students attend large, public
universities. Is a gap between effectiveness of privates and publics widening to become a
chasm? What is the future for public universities? What can be done? (8) Outside of
classrooms--how can universities capitalize on students' many hours outside the classroom to
enrich their overall experiences on a campus? (9) The future: what will the landscape of higher
education look like in 5 years, and how can colleges and universities prepare now? Students will
each participate in one debate, and be asked to participate in a simulation to redesign a
university. The format of this class is that of a large seminar. Obligations include two short
papers, and one substantial research paper on a topic of each student's own choice about a
challenge in higher education. Each student can focus on a topic they care about.

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Class Notes: Required, weekly, one-hour section.

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content research methods
Full Year Course Divisible Course

Education S430 Section: 01

Additional Course Attributes:

Attribute Value(s)
HGSE: Content qualitative research
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content research ethics
HGSE: Pedagogy peer learning
HGSE: Pedagogy lecture
HGSE: Competencies analyze qualitative data
HGSE: Content data analysis
HGSE: Competencies write a research proposal
HGSE: Competencies conduct an interview
HGSE: Content research methods
HGSE: Pedagogy research project
HGSE: Content policy
HGSE: Pedagogy small-group discussion
HGSE: Competencies use qualitative-research software
HGSE: Competencies develop research questions
HGSE: Content program evaluation
HGSE: Competencies collect qualitative data
HGSE: Content evaluation
HGSE: Competencies write a research/analytic paper

Education S515 Section: 01

Emancipatory Inquiry: Listening, Learning, and Acting for Social Change (205604)
Aaliyah El-Amin
2019 Spring (4 Credits) Schedule: W 0100 PM - 0359 PM
Instructor Permissions: Instructor Enrollment Cap: 20

Throughout history, social justice movements and social justice organizations have utilized disciplined inquiry or
research to highlight untold stories, illuminate goodness, expose power and colonialism and offer pathways to more
equity and freedom. Yet, we often do not provide practitioners or educators with research methodology training.
More specifically, we often do not provide doctoral students or in the field educations with research methodology
training beyond those traditionally accepted in the Western Cannon. Grounded in critical theory, feminist theory,
queer theory, and post-colonial frameworks, this course aims to introduce all educators (teachers, school leaders,
counselors, teaching artists, and educators working in non-profit organizations) and doctoral students to a strand of
problem-solving approaches that fall under the broad umbrella of emancipatory research methodologies. These
collective ways of exploring questions and gathering knowledge seek to explicitly address power, inequalities, and
injustice while prioritizing the human interactions that exist in research based inquiry. Emancipatory methodologies
ask: How do we engage in research with marginalized populations in ways that honor their voice and their agency?
How are we attentive to who and what is included/excluded in research and how do we expand what is considered
knowledge and how we generate it? Finally, emancipatory research methodologies seek to ensure that any
information gathered is used to push forward a more just society. Through a practice based and exploratory model,

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this course will cover the following methodologies: arts-based inquiry, narrative inquiry/storytelling, indigenous
methods of inquiry, community-based inquiry and embodied inquiry or inquiry through movement. Ultimately, this
survey course seeks to make clear the theoretical foundations and practical steps of emancipatory approaches to
knowledge creation and knowledge sharing. As a final project, students will complete an original inquiry project
investigating a justice-oriented question of their choice using the philosophies or methods of the course.
Permission of instructor required. Enrollment is limited to 20. Enrollment procedure will be posted on course
website.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy research project
HGSE: Pedagogy reflective writing
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content qualitative research
HGSE: Competencies develop research questions
HGSE: Pedagogy small-group discussion
HGSE: Competencies analyze qualitative data
HGSE: Content critical theory
HGSE: Competencies practice equity and inclusion
HGSE: Content social justice
HGSE: Content research methods
HGSE: Content diversity equity inclusion
HGSE: Pedagogy project-based learning
HGSE: Content teachers
HGSE: Competencies collect quantitative data
HGSE: Competencies conduct an interview
HGSE: Pedagogy experiential learning
HGSE: Content action research

Education S521 Section: 01

Requirements: Enrollment in this course requires completion of S805Y.

Additional Course Attributes:

Attribute Value(s)
HGSE: Content foundational quantitative methods
HGSE: Competencies write a research proposal
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy problem sets
HGSE: Content value added
HGSE: Pedagogy field-based project
HGSE: Content school reform
HGSE: Content evaluation
HGSE: Competencies use quantitative-research software
HGSE: Competencies make a presentation
HGSE: Content data analysis
HGSE: Content testing
HGSE: Competencies analyze quantitative data
HGSE: Competencies create data visualizations
HGSE: Content program evaluation
Full Year Course Indivisible Course
HGSE: Pedagogy research project
HGSE: Content assessment
HGSE: Pedagogy team-based learning
HGSE: Content statistics
HGSE: Competencies collect quantitative data
HGSE: Content research ethics
HGSE: Content research methods
HGSE: Content accountability

Education S809Y Section: 01

Colloquium in Culture and Institutions (203686)

2018 Fall (1 Credits) Schedule: M 1200 PM - 0115 PM

Instructor Permissions: Instructor Enrollment Cap: 30
The Colloquium in Culture and Institutions 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. This colloquium is
one of three offered each year, corresponding with the three Ph.D. in Education concentrations. Each colloquium
addresses topics salient to that concentration and its participants, and includes presentations of work-in-progress
and completed work. Approximately once per month, the concentration colloquia will convene for a program-wide
research presentation on a topic of mutual and interdisciplinary interest. This program-wide colloquium is organized
around a key program or topic area in education, such as leadership in education, global contexts in education,
early childhood education, education access and equity, civic learning and engagement, or teaching and
instructional effectiveness. It also features work-in-progress and completed work. Each concentration colloquium is
organized by a faculty chair or co-chairs, in consultation with the concentration chair, and assisted by a doctoral
student. All concentration chairs collaborate to organize the monthly program-wide colloquium.
Permission of instructor required. First- and second-year Ph.D. in Education students are required to register for the
colloquium related to their concentration. 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 doctoral students must secure permission from a colloquium co-chair before

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Additional Course Attributes:

Attribute Value(s)
HGSE: Content career development
HGSE: Competencies collaborate
HGSE: Competencies conduct an interview
All: Cross Reg Availability Not Available for Cross Registration
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy peer learning
HGSE: Content organizations
HGSE: Pedagogy discussion sections
HGSE: Pedagogy experiential learning
HGSE: Competencies identify one's leadership strengths & limitations
HGSE: Pedagogy internship
HGSE: Competencies make a presentation
HGSE: Pedagogy reflective writing

Education S997 Section: 01

Field Experience: Reflective Inquiry into Professional Practice (180985)
Vicki Jacobs
2019 Spring (4 Credits) Schedule: M 0200 PM - 0359 PM
Instructor Permissions: Instructor Enrollment Cap: 35
S-997 provides students in eligible internships with the opportunity to develop the reflective skills and habits of mind
necessary for immediate and future professional growth. The course begins with students' examination of their
personal points of entry into their internship work –including the assumptions, expectations, and beliefs they bring to
1) a profession, 2) an organization's work-place and culture, 3) their organizational role, and 4) their goals for
learning from their work. As Interns gain on-site experience and develop new perspectives and insights about their
work, their organizations, and the relationships between theories and their practice, they learn how to challenge the
validity of their initial assumptions and resolve any dissonance between their initial expectations and new
understandings. By examining the role of reflection in professional inquiry, students acquire skills and strategies
they can use beyond the course for on-going professional development. A satisfactory grade is based on a
student's attendance (in all five classes and one-on-one meetings with TFs), the timeliness and quality of weekly
written assignments (e.g., reflections, preparation for classes, and self-assessments), a student-practitioner
conference presentation, a final paper, and successful completion of internship requirements. Note: Attendance at
all five class sessions is required.
Permission of the Director of the Field Experience Program is required. Eligible internships (1) are in contexts that
are new to students' professional experience (including previous internships); (2) provide students with the
opportunity to learn and grow professionally in meaningful ways; (3) expose students to the scope of issues relevant
to an organization and its profession; and (4) complement students' academic interests. To locate an internship,
students can use a variety of resources including the Internship Information Center (hosted by the HGSE Career
Services Office). The Center offers internship postings as well as information about how students can design their
own experiences, negotiate internship hours and remuneration, and confirm their internships. This course must be
taken on a Satisfactory/No Credit basis, and attendance at all five class sessions is required.

Motivation and Learning: Technologies That Invite and Immerse (207161)
Chris Dede
2019 Spring (2 Credits) Schedule: M 0200 PM - 0359 PM

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M 1000 AM - 1159 AM
Instructor Permissions: Instructor Enrollment Cap: 35

There is no learning without engagement, but engagement without learning is prevalent in today's
digital world. This module explores the relationship between motivation (engagement, self-efficacy,
growth mindset, tenacity), and learning, as exemplified via technology-based experiences. Media
have long been used to excite students' enthusiasm, with mixed outcomes. Interest has grown in the
area of digital games and learning, with the argument that games and immersive simulations (1)
motivate students who otherwise are uninterested in academic content and (2) engage learners in
rich digital or mixed reality environments that provide a powerful context for acquiring knowledge and
skills. But just because a student is deeply engaged in a task does not mean that she or he is
learning something of value. T-510T will build students' knowledge about theories of motivation and
of learning, the extent to which various types of educational experiences exemplify those theories,
and the methods and findings of research in this area. The module speaks to a wide range of
interests about learning and motivation in various types of educational settings across a spectrum of
learners. Lab sessions will focus on technical support, hands-on experiences, and guidance on
course assignments. Students can participate in an online learning community and will complete an
assignment customized to individual preferences..
Permission of instructor required. Enrollment limited to 35. Enrollment procedures to be posted on
course website. No prerequisites; no prior background in technology or gaming necessary.

Additional Course Attributes:

Attribute Value(s)
HGSE: Content learning and teaching
HGSE: Content formative evaluation
HGSE: Content motivation
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies make a presentation
HGSE: Pedagogy team-based learning
HGSE: Content out-of-school time
HGSE: Pedagogy lecture
HGSE: Content technology
HGSE: Content pedagogy
HGSE: Content classroom instruction
HGSE: Pedagogy case-method learning
HGSE: Content assessment
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy project-based learning
HGSE: Content instructional design
HGSE: Competencies collaborate
HGSE: Pedagogy experiential learning
HGSE: Pedagogy lab sessions
HGSE: Pedagogy research project
HGSE: Pedagogy online and blended learning
HGSE: Content media
HGSE: Pedagogy small-group discussion
HGSE: Content values
HGSE: Pedagogy peer learning
HGSE: Content innovation
HGSE: Content curriculum development
HGSE: Content identity
HGSE: Competencies develop curriculum
HGSE: Pedagogy simulation/role play
HGSE: Content social media

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Education T513 Section: 01
Adaptive Learning: Investigations and Exercises (203729)
David Dockterman
2019 Spring (4 Credits) Schedule: F 0830 AM - 1159 AM
Instructor Permissions: None Enrollment Cap: n/a
Teaching and learning are, in varying degrees, already responsive, or adaptive, to different learner needs. Parents
seek to select the "right" tutor for each child. Teachers shift instruction when they see confused faces or heads
resting on desks. Students call friends or search the Internet for help when stuck. Technology, though, promises to
make this adaptivity smarter, more immediate, and much deeper. This course investigates different approaches to
adaptive and personalized learning, recognizing that learners vary across multiple dimensions –cognitively (what
they know and can do), metacognitively (how they manage the learning process), and affectively (how they engage
with the learning and the learning context). For each of these dimensions, we'll explore how to anticipate relevant
learner needs, create systems (technological and human) to notice or detect those needs, and select effective
responses that ultimately lead to more adaptive learners. Guest speakers will provide windows into some evolving
approaches and constructs, and you will work to apply the concepts to areas of personal interest through a
sequence of deliverables over the course of the semester. No technical knowledge necessary.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies create data visualizations
HGSE: Pedagogy small-group discussion
HGSE: Content learning differences
HGSE: Pedagogy problem sets
HGSE: Competencies collect quantitative data
HGSE: Pedagogy lecture
HGSE: Content cognitive development
HGSE: Content technology
HGSE: Competencies collaborate
HGSE: Content motivation
HGSE: Content learning and teaching
HGSE: Content pedagogy
HGSE: Pedagogy peer learning
HGSE: Competencies analyze quantitative data
HGSE: Content psychology
HGSE: Competencies collect qualitative data
HGSE: Competencies design a lesson
HGSE: Content metacognition
HGSE: Pedagogy team-based learning
HGSE: Pedagogy design thinking
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy reflective writing
HGSE: Content formative evaluation
HGSE: Content instructional design
HGSE: Competencies analyze qualitative data
HGSE: Pedagogy project-based learning
HGSE: Content online and blended learning
HGSE: Competencies deliver instruction
HGSE: Content universal design for learning
HGSE: Content emotional development

Education T514 Section: 01

Multi-Modal Learning Analytics (203847)
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Bertrand Schneider
2018 Fall (4 Credits) Schedule: T 0830 AM - 1129 AM
Instructor Permissions: Instructor Enrollment Cap: 40
We are starting to witness a data deluge in education. Are we sinking beneath a data stream that we don't know
how to manage and interpret, or can more data actually help us better understand students and design more
compelling learning experiences? One particularly promising development--made possible by the advent of
affordable sensing technology--is the emerging field of multi-modal learning analytics (MMLA). Recently MMLA has
allowed researchers to gain new insights into learning, for instance by studying collaboration between students with
synchronized eye-trackers or by estimating their cognitive state using Kinect data or their engagement through
emotion detection tools. In this class we will focus on cutting-edge MMLA methods to collect datasets in various
learning environments and analyze them based on theoretical frameworks in the learning sciences. More
specifically, students will learn to: (1) collect large datasets in different learning environments (e.g., mostly
classrooms, but also potentially maker spaces or museums) from sensors such as Arduino-like platforms, motion
sensors, or eye-trackers; (2) interpret those datasets using various kinds of visualizations and data mining
techniques; (3) connect measurements from those sensors with theoretical constructs in the learning sciences; (4)
think critically about data and what it can (and cannot) tell us; and (5) if time permits, prototype interventions using
sensing technology. Deliverables will include group projects, in-class presentations of weekly readings and a short
final memo.
Permission of instructor required. Prior programming experience is advantageous but not required.

Class Notes: Some required and optional labs every 1 - 2 weeks.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies analyze quantitative data
HGSE: Content technology
HGSE: Pedagogy small-group discussion
HGSE: Competencies write a case study
HGSE: Competencies collect quantitative data
HGSE: Pedagogy project-based learning
HGSE: Content psychology
HGSE: Competencies use quantitative-research software
HGSE: Content evaluation
HGSE: Competencies collaborate
HGSE: Content assessment
HGSE: Pedagogy reflective writing
HGSE: Competencies make a presentation
HGSE: Content data analysis
All: Cross Reg Availability Available for Harvard Cross Registration

Education T519 Section: 01

Digital Fabrication and Making in Education (205640)
Bertrand Schneider
2019 Spring (4 Credits) Schedule: T 0900 AM - 1159 AM
Instructor Permissions: Instructor Enrollment Cap: 30
This course is a hands-on lab on making and digital fabrication in education. Students will learn to prototype
learning toolkits, educational toys, science kits, and technology-enhanced manipulatives using use state-of-the-art
fabrication machines (e.g., 3D printers, 3D scanners, laser cutters, sensors, robotics). A special focus of the course
will be to design low-cost, appropriate technologies for a wide range of learners.

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Permission of instructor required. Enrollment limited.

Class Notes: Required and optional labs every 1-2 weeks.

Additional Course Attributes:

Attribute Value(s)
HGSE: Content psychology
HGSE: Competencies make a presentation
HGSE: Pedagogy project-based learning
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy small-group discussion
HGSE: Competencies code scripts/software
HGSE: Content instructional design
HGSE: Competencies collaborate
HGSE: Content innovation
HGSE: Pedagogy reflective writing
HGSE: Pedagogy experiential learning
HGSE: Content technology

Education T521 Section: 01

Design and Development of Technology-Enhanced Assessments (203848)
Yigal Rosen
2019 Spring (4 Credits) Schedule: T 0100 PM - 0359 PM
Instructor Permissions: Instructor Enrollment Cap: 40

Higher-order skills, such as critical thinking, complex problem solving, creativity and collaboration, transform
lives and drive economies. However, measuring these skills with traditional assessment methods is a
challenging task. Recent advancements in computer science, cognitive psychology, and educational
assessment theory are enabling the development of innovative measurement methods. This course offers
hands-on learning experiences on concepts and techniques essential for the design and development of
technology-enhanced assessments for higher-order skills at scale. Students will develop innovative
assessments in K-12, higher education and workplace contexts. Students will explore conceptual
frameworks, gain insights on data analytics and reporting methods. The course will be structured in three
phases. The first phase will emphasize learning and critical review of research in higher-order skills and data
analytics in the context of educational assessments. The second phase will involve assessment design,
along with development of team project proposals for technology-enhanced assessment in K-12, higher
education and workplace contexts. Students will apply theories and techniques to design and develop
technology-enhanced assessment prototypes. In the third phase of the course, students will validate their
assessment prototypes through small-scale pilot testing and will finalize their assessment design. This
course will utilize a combination of lectures, hands-on individual and team assignments, and discussions, to
help participants understand research on technology-enhanced assessment and transformative applications
of real-world skills assessment to learning and college and career readiness.
Permission of instructor required. Enrollment is limited to 40. No prerequisites. This course is supported by
the Office of the Vice Provost for Advances in Learning (VPAL).

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies develop research questions
HGSE: Content higher education
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content curriculum development
HGSE: Pedagogy project-based learning
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HGSE: Content assessment
HGSE: Competencies use quantitative-research software
HGSE: Competencies analyze qualitative data
HGSE: Content data analysis
HGSE: Pedagogy team-based learning
HGSE: Content psychological testing
HGSE: Content online and blended learning
HGSE: Competencies create data visualizations
HGSE: Pedagogy research project
HGSE: Content technology
HGSE: Pedagogy experiential learning
HGSE: Pedagogy multimedia projects
HGSE: Competencies make a presentation
HGSE: Competencies collaborate
HGSE: Pedagogy small-group discussion
HGSE: Competencies analyze quantitative data

Education T522 Section: 01

Innovation by Design: Projects in Educational Technology (181227)
David Dockterman
2018 Fall (4 Credits) Schedule: F 1030 AM - 1159 AM
F 0830 AM - 1029 AM
Instructor Permissions: None Enrollment Cap: n/a
New and innovative is exciting. Innovative and effective is much better. This course focuses on a process that
might be called evidence-inspired innovation. Existing research tells us something about which kinds of
instructional practices, learning strategies, or behavioral nudges promote productive changes with different
audiences in different circumstances. The research also provides insights into why some people struggle to learn
or choose to pursue undesirable behaviors. That evidence base provides a foundation for informed, innovative
leaps, potentially leading to new AND effective products and services. In T-522 you will have the opportunity to
work through this process on projects that matter to you. You will dig into research, generate theories of action
informed by the research, and iterate with prototypes to test aspects of your theory. As you pursue your projects,
we will explore the entire research-guided development process, from conception through implementation, using
examples from the field. You will stretch yourself –intellectually, technically, and emotionally. Innovation requires
depth and breadth, creative problem-solving, and an openness to failure. Dive into the experience. Outputs from
the course include: evidence-based theories of action related to a project you choose; multiple prototype
iterations; descriptions of validation and implementation models; experience with prototyping tools; and a
willingness to learn through trial and error.
No prerequisites; no programming experience necessary.

Attribute Value(s)
HGSE: Content pedagogy
HGSE: Content metacognition
HGSE: Content classroom instruction
HGSE: Content learning and teaching
HGSE: Content curriculum development
HGSE: Content cognitive development
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Content teaching for understanding

Education T550 Section: 01

Designing for Learning by Creating (181253)
Karen Brennan
2018 Fall (4 Credits) Schedule: W 0900 AM - 1159 AM
Instructor Permissions: None Enrollment Cap: n/a

In formal learning environments such as classrooms, learners are too often positioned as passive--listening,
watching, attending, consuming--rather than encouraged to engage as creators--designing, making,
producing, constructing. In this course, students will (1) investigate the theoretical foundations of learning by
creating and (2) explore how to design learning experiences and technologies that support creating as a
central activity. Topics will include constructivist and constructionist theories of learning, the role of digital
and physical materials in learning, how interest and motivation support learning, the social nature of
learning, and reflective learning practices. Investigations and explorations will be supported through
readings, as well as hands-on experimentation with and reflection on construction-oriented learning
experiences. Students will develop a project related to the theme of "designing for learning by creating;" for
example, proposing a new learning experience, developing curricular resources for an existing learning
experience, or analyzing an existing learning experience. The project should be connected to both the
course themes and student interests.
No auditors. Students must attend the first class to enroll in this course. Anyone who is interested in
exploring the theory and practice of learning through designing, producing, making, and creating is
encouraged to enroll. No prerequisites; no prior experience with technology or design-based approaches to

HARVARD UNIVERSITY Page 213 of 218 8/24/2018 14:19 PM

learning required.

Additional Course Attributes:

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration

Education T560 Section: 01

Universal Design for Learning: Meeting the Challenge of Individual Differences (181256)
Jose Blackorby
Elizabeth Hartmann
2018 Fall (4 Credits) Schedule: F 0130 PM - 0429 PM
Instructor Permissions: None Enrollment Cap: n/a
The challenge of individual differences faces every teacher, administrator, and curriculum designer. To meet that
challenge, educators are typically equipped with 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 achieve success for a much wider range of student abilities and disabilities. To do that, the UDL approach 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 appropriate readings and through media construction exercises designed to prepare and
support participants to meet the challenge of individual differences through universal design for learning. Students
will work in teams on learning environments that are an expression of UDL.

Additional Course Attributes:

Attribute Value(s)
HGSE: Competencies develop a theory of action
HGSE: Competencies facilitate group process
HGSE: Pedagogy lab sessions
HGSE: Pedagogy team-based learning
HGSE: Content teaching for understanding
HGSE: Competencies collaborate
HGSE: Content neuroscience
HGSE: Pedagogy small-group discussion
HGSE: Competencies use video editing software
HGSE: Competencies write a research/analytic paper
HGSE: Content learning differences
HGSE: Content universal design for learning

Education T561 Section: 01

Transforming Education Through Emerging Technologies (181257)
Chris Dede
2018 Fall (4 Credits) Schedule: M 1000 AM - 1159 AM
M 0200 PM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a
T-561 describes how emerging digital tools and media can aid with crucial problems facing our global civilization.

HARVARD UNIVERSITY Page 214 of 218 8/24/2018 14:19 PM

The world presents a new landscape deeply shaped by advanced technologies –transportation, communications,
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. 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. Given the current context of education practice and policy, we will discuss ways to overcome barriers in
using learning technologies—including immersive media like virtual reality and mixed reality—to transform learning,
teaching, and schooling. Lab/section sessions will focus on hands-on experiences and support for course
assignments. Students will participate in a blended learning community based on a variety of digital media and will
complete assignments that can be customized to individual preferences and can include participation in research
projects. T-561 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.

Class Notes: Required, weekly, 90-minute sections on Monday, 2:00 - 3:30 p.m.

Additional Course Attributes:

Attribute Value(s)
HGSE: Content student achievement
HGSE: Content technology
HGSE: Content learning and teaching
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Competencies write a research/analytic paper
HGSE: Competencies think strategically
HGSE: Content strategic planning
HGSE: Content leadership
HGSE: Content classroom instruction
HGSE: Competencies make a presentation
HGSE: Content motivation
HGSE: Content social justice
HGSE: Content policy
HGSE: Content causal reasoning
HGSE: Pedagogy lab sessions
HGSE: Content pedagogy
HGSE: Pedagogy project-based learning
HGSE: Competencies analyze arguments
HGSE: Content innovation
HGSE: Pedagogy lecture
HGSE: Pedagogy field-based project
HGSE: Content identity
HGSE: Content entrepreneurship
HGSE: Pedagogy team-based learning
HGSE: Content curriculum development
HGSE: Pedagogy case-method learning
HGSE: Pedagogy small-group discussion
HGSE: Content social media
HGSE: Pedagogy guest speaker(s)
HGSE: Pedagogy experiential learning
HGSE: Content school reform
HGSE: Content scaling
HGSE: Pedagogy peer learning
HGSE: Content higher education
HGSE: Pedagogy online and blended learning
HARVARD UNIVERSITY Page 215 of 218 8/24/2018 14:19 PM
HGSE: Pedagogy multimedia projects
HGSE: Pedagogy simulation/role play
HGSE: Competencies develop curriculum
HGSE: Competencies collaborate
HGSE: Pedagogy research project
HGSE: Content assessment

Education T565 Section: 01

Entrepreneurship in the Education Marketplace (181258)
John Richards
2018 Fall (4 Credits) Schedule: W 0100 PM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a
Creative entrepreneurs change education by establishing new products and services. This course provides a
practical approach for carefully analyzing market conditions and designing a business plan that effectively leverages
market opportunities and available funding. Whether you intend to innovate in the commercial or non-profit sector,
in a research institution, in a school district, or in a software or publishing house; your effectiveness depends not
only on a good idea, but also on systematic and clear-eyed market research and pragmatic business planning to
"scale up" from a few early adopters and "disseminate" to general market adopters. The challenges are formidable,
but they are not insurmountable. Faculty and students work together to explore sources of data on the market and
understand the unique nature of the education sales cycle, as well as identify funding and decision-making trends.
Selected readings, case studies and first person accounts from leaders in education and venture capital industries.
Students will work in small teams analyzing segments of the education market, evaluating competitors, and
integrating development, funding, and marketing, and combining these components in a business plan that answers
such questions as: How do you create a Go-To-Market plan? How do you use Competitive Analysis to design a
marketing program? How do you create a dynamic financial plan?

Additional Course Attributes:

Attribute Value(s)
All: Cross Reg Availability Available for Harvard Cross Registration

Education T590 Section: 01

Field Experience in Educational Entrepreneurship (205642)
John Richards
2019 Spring (4 Credits) Schedule: W 0100 PM - 0359 PM
Instructor Permissions: Instructor Enrollment Cap: 25
In this course students will learn to solve authentic problems faced by real companies in the education marketplace.
Student teams will collaborate with the founding teams of high-tech second-stage educational startups on projects
of strategic importance to the venture. Each of approximately five small groups of students will team with the senior
leadership of a different entrepreneurial education technology company to solve a significant, timely, and narrowly
defined problem that the organization is facing. Typical problems could include launching a new product or product
line; shifting a product offering from print to digital; or extending a product line to new markets, with new content
areas, age-ranges, or geography. Participating companies will be second stage start-ups with fewer than 30
employees and at least one round of outside funding. The goal of the course is for students to gain experience with
the environment of dynamic, educationally motivated startups; with leadership challenges in the field of education
technology; with purposefully examining industry case studies; and with applying best practices and learned insights
to the practical problems of a rapidly evolving firm.
Permission of instructor is required. Enrollment is limited to 25 students. The course assumes T-565 or its

HARVARD UNIVERSITY Page 216 of 218 8/24/2018 14:19 PM

equivalent, or other industry experience. Registration is by permission of instructor through an application process
that will be posted on the course website. Students will be expected to spend at least a half day per week at an
organizational site.

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy field-based visit(s)
HGSE: Pedagogy field-based project
HGSE: Content innovation
HGSE: Competencies make a presentation
HGSE: Content teams
HGSE: Content strategic planning
HGSE: Content entrepreneurship
HGSE: Competencies think strategically
HGSE: Pedagogy project-based learning
HGSE: Pedagogy team-based learning
HGSE: Competencies write a policy memo

Education T810A Section: 01

Cultivating Public Engagement with Science: Challenges and Opportunities for Educators (208061)
Megan Cuzzolino
2019 Spring (2 Credits) Schedule: R 0100 PM - 0359 PM
Instructor Permissions: None Enrollment Cap: n/a

(New course.) Across a range of contexts –from the supermarket, to the doctor's office, to the voting booth –we
regularly make decisions that are influenced by our understanding of science. While decades of polling data reveal
that American citizens generally respect and value science as an institution, beliefs about specific scientific issues
are much more varied. In this module, we examine the factors that impact perceptions of science, including
cognition, culture, and worldview, as well as the structural inequalities that contribute to variations in scientific
understanding and engagement. The module is intended for students who wish to become more effective
communicators of science, whether in traditional educational contexts, through media or other informal learning
settings, or via interactions with policymakers or other stakeholders. The course is structured around a final project
in which students will apply the course principles to the development of a small science communication prototype.
The project is scaffolded by weekly assignments that build toward the final product, and time in class each week will
be devoted to project workshopping. The class format also includes brief lectures, interactive discussions, and the
analysis of concrete science communication examples that reflect the principles being discussed. Students will also
have the opportunity to engage with new research emerging from The Public Face of Science, an ongoing initiative
led by the American Academy of Arts and Sciences that is designed to explore the complex and evolving
relationship between scientists and the public.

Requirements: This course requires instructor permission for non-degree students

Additional Course Attributes:

Attribute Value(s)
HGSE: Pedagogy field-based project
HGSE: Competencies understand data
HGSE: Content cognitive development
HGSE: Pedagogy small-group discussion
HGSE: Pedagogy reflective writing
HGSE: Content diversity equity inclusion
HGSE: Competencies develop curriculum
HGSE: Content learning and teaching
HARVARD UNIVERSITY Page 217 of 218 8/24/2018 14:19 PM
HGSE: Competencies think strategically
HGSE: Content civic engagement
HGSE: Content social contexts
HGSE: Competencies write a research/analytic paper
HGSE: Pedagogy lecture
HGSE: Content psychology
HGSE: Content culture
HGSE: Competencies collaborate
All: Cross Reg Availability Available for Harvard Cross Registration
HGSE: Pedagogy project-based learning
HGSE: Pedagogy curriculum-design project
HGSE: Content identity

HARVARD UNIVERSITY Page 218 of 218 8/24/2018 14:19 PM

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