Education

http://education.barnard.edu/

335-336 Milbank Hall  
212-854-7072
Department Assistant: Patricia Argueta

The Barnard Education Program is committed to strengthening public education and addressing issues of equity and social justice, particularly in urban schools. We offer three tracks in Education: Urban Teaching-Elementary/Childhood Education, Urban Teaching-Secondary/Adolescent Education, and Education Studies. In these tracks, students develop a critical lens for looking at the issues facing public schooling and consider ways to promote fair and inclusive policies and practices for all children in our public system. The program is open to all undergraduates at Columbia (BC, SEAS, GS, CC) who are interested in becoming certified teachers, working with young people in human service agencies, or preparing for careers related to education.

Urban Teaching Minors/Special Concentrations: Our goal is to prepare students to become skilled and reflective teachers who can effectively respond to the learning needs of diverse learners, and create supportive and intellectually stimulating classroom communities. Students learn to create innovative curriculum; gain experience observing, tutoring, and teaching a diverse range of children and young people; develop confidence in their role as teachers who can promote fair and inclusive school practices; and graduate with certification to teach in New York. (Note: we are part of an interstate agreement for reciprocal certification with many other states.)

This program is registered by the New York State Department of Education and accredited by the Teacher Education Accreditation Council (TEAC), now the Council for the Accreditation of Education Preparation (CAEP). These tracks prepare students to obtain a teaching position as a certified teacher upon graduation and/or to pursue graduate studies in education, public policy, sociology, youth studies, and other related fields.

Education Studies Minor/Special Concentration: This track prepares students to pursue graduate studies or positions in public policy, sociology, history, youth studies, philosophy, psychology, and other areas where K-12 education is frequently a focus of coursework and scholarship. Students learn to think deeply and knowledgeably about the manner in which schools socialize as well as educate citizens, and examine how the interests of different stakeholders are privileged or neglected. The courses are linked by a focus on educational inequality and youth studies. This track does not lead to certification.

All three tracks are minors (BC) or special concentrations (CC, GS, SEAS) and are intended to complement a major's disciplinary specialization and methodological training. In addition to the requirements of the minor/special concentration, students must complete a major.

Student Learning Outcomes

  1. Knowledge of Self: Students investigate how educational experiences in and out of school affect their vision for teaching and learning, use that knowledge to reflect upon and critique their practice, and set goals for continuing growth as equitable, multicultural educators.
  2. Knowledge of Students: Students understand the importance of getting to know the children and youth in their classrooms; develop specific strategies that aid in understanding students’ needs, capacities, interests, funds of knowledge, and social identities; and construct learning experiences that are responsive and relevant to their students.
  3. Knowledge of Content: Students develop knowledge and skills to critique the social, political, cultural, and historical forces that construct traditional content knowledge and design academic content that is dynamic, inquiry-based, and encompasses multiple literacies, and cultural perspectives.
  4. Knowledge of Pedagogy: Students experience, practice, evaluate, and reflect on a range of constructivist, inclusive, critical, collaborative, and authentic methods for engaging students in learning and in assessing learning outcomes
  5. Knowledge of Context: Students investigate the complex ways in which social, political, cultural, and historical forces shape school contexts, including students’ opportunities in schools, teacher empowerment, effective leadership, roles of parents and the community, and patterns of similarity and difference across schools.

The Education Program is accredited by Teacher Education Accreditation Council (TEAC) to recommend students who complete the program for Initial Certification in either Childhood Education (Grades 1-6) or Adolescent Education (Grades 7-12). Graduates of the program are also eligible for membership in the Interstate Certification Agreement, a reciprocal certification among forty-one states. We provide ongoing support to those who teach in the New York City area through our New Teacher Network.

To apply, visit our website. Students are encouraged to apply for admission by March of the sophomore year but no later than the first Monday in October of the junior year. Those who plan to study abroad during junior year should apply by December of the sophomore year and take the Methods and Practicum courses in the spring of sophomore year. Admission criteria include good academic standing; evidence of commitment to the field of education; interest in issues of social justice issues as they affect education, particularly in urban schools; and capacity for growth as an intellectually resourceful and reflective teacher. Enrollment is limited.

Associate Professors
Thea Abu El-Haj
Maria Rivera Maulucci (Program Director/Chair)

Associate, Certification Officer, and Placement Coordinator
Lisa Edstrom

Term Assistant Professor
Rachel Throop

Education Advisory Committee
Peter Balsam, Professor of Psychology and Samuel R. Milbank Chair
Lesley Sharp, Barbara Chamberlain & Helen Chamberlain Josefsberg Professor of Anthropology
Herbert Sloan, Professor Emeritus of History
Kathryn Yatrakis, Professor of Urban Studies and Former Dean of Academic Affairs (Columbia College)

Requirements for the Urban Teaching Minors/Special Concentrations

Elementary/Childhood Education (To Teach Grades 1-6)

This program leads to New York State Initial Certification in Childhood Education (Grades 1- 6). In addition to the liberal arts major, students must complete a total of 26-28 credits as follows:

Requirement A - Educational Foundations
Select one of the following:3-4
EDUC BC1510Educational Foundations3
EDUC BC3032Contemporary Issues in Education4
PHIL UN2100 3
SOCI UN3225Sociology of Education3
ECON BC3012Economics of Education3
Requirement B - Psychology
PSYC BC1001Introduction to Psychology3
Select one of the following:3-4.5
Psychology of Learning
Cognitive Psychology
Developmental Psychology
Educational Psychology
Experimental Psychology: Human Behavior *
Requirement C - Pedagogical Core
EDUC BC2052Seminar in Multicultural Elementary Pedagogy4
EDUC BC2055Urban School Practicum (Sec. 001)3
EDUC BC3063Elementary Student Teaching in Urban Schools6
EDUC BC3064Critical Inquiry in Urban Teaching4
EDUC BC3061Performance Assessment of Teaching (Optional)3
Requirement D - Pedagogical Elective
Select one of the following:
EDUC BC3050Science in the City4
EDUC BC3052Math and the City4
EDUC BC3055Arts and Humanities in the City: Critical Literacy and Digital Storytelling4
EDUC BC3058Science in the City II: Preparing Future Scientists Now4
Requirement E - Liberal Arts and Sciences
See https://education.barnard.edu/urban-teaching/liberal-arts-and-sciences-requirements-certification for more information.
*

Courses offered at Columbia

Note: Senior year student teaching may conflict with other opportunities at Barnard (e.g., PSYC BC3465 Field Work and Research Seminar: The Barnard Toddler Center, PSYC BC3466 Field Work and Research Seminar: The Barnard Toddler Center). Students with these interests should arrange their schedules accordingly.

Secondary/Adolescent Education (To Teach Grades 7-12)

This program leads to the New York State Initial Certification in Adolescent Education (Grades 7-12) in the fields of English, Foreign and Ancient Languages, Mathematics, the Sciences, and Social Studies. Students must complete a total of 23-26 credits from the following course of study:

Requirement A - Educational Foundations
Select one of the following:3-4
EDUC BC1510Educational Foundations3
EDUC BC3032Contemporary Issues in Education4
PHIL UN2100 3
SOCI UN3225Sociology of Education3
SOCI UN3974Sociology of Schools, Teaching and Learning *4
ECON BC3012Economics of Education3
Requirement B - Psychology
PSYC BC1001Introduction to Psychology3
Select one of the following:3-4.5
Psychology of Learning
Cognitive Psychology
Developmental Psychology
Educational Psychology
Adolescent Psychology
Experimental Psychology: Human Behavior *
Requirement C - Pedagogical Core
EDUC BC2052Seminar in Multicultural Elementary Pedagogy4
EDUC BC2055Urban School Practicum (Sec. 002)3
EDUC BC3065Secondary Student Teaching in Urban Schools6
EDUC BC3064Critical Inquiry in Urban Teaching4
EDUC BC3061Performance Assessment of Teaching3
Requirement D - Pedagogical Elective
Select one of the following:
EDUC BC3050Science in the City4
EDUC BC3052Math and the City4
EDUC BC3055Arts and Humanities in the City: Critical Literacy and Digital Storytelling4
EDUC BC3058Science in the City II: Preparing Future Scientists Now4
Requirement E - Liberal Arts and Sciences
See https://education.barnard.edu/urban-teaching/liberal-arts-and-sciences-requirements-certification for more information.
Requirement F - Additional Urban Teaching Certification Requirements: Adolescent/Secondary
Adolescent Content Core (Major or Concentration)
Students seeking certification in Adolescent Education must also complete 36 credits in the content area for which they seek certification. Typically, students major in the subject area for which they are seeking certification. Students must earn a grade of C or better for each course taken in the content core.
English:
A total of 36 credits of English.
Foreign Languages:
A total of 36 credits in French, German, Greek, Italian, Latin, Russian, or Spanish.
Mathematics:
A total of 36 credits of Mathematics.
Science:
A total of 36 credits in sciences including a minimum of 18 credits of collegiate-level study in the science or each of the sciences for which certification is sought: Biology, Chemistry, Physics, or Earth Science. Please note that psychology does not count as a science for NYS Teacher Certification. **
Social Studies:
A total of 36 credits, including 6 credits of American History; 6 credits of European or World History; 3 credits of non-Western study; and any other distribution to make 36 credits, chosen from credits in History, Political Science, Anthropology, Sociology, and Economics.
*

Courses offered at Columbia

**

 Please note that some applied science courses will not be accepted.

Certification Requirements

The Urban Teaching program is accredited by CAEP (formerly TEAC) and approved by the New York State Education Department to recommend students who complete the program for Initial Certification in either Childhood Education (grades 1-6) or Adolescent Education (grades 7-12). New York State has reciprocity with most other states, allowing graduates of the program the ability to apply for certification in another state through our membership in the Interstate Certification Agreement.

Certification is based on demonstrated competency in both academic and field settings. Students are required to complete a minimum of 360 hours of educational based field experiences. 260+ hours must be supervised field based experiences. Students must pass the New York State Teacher Certification Examinations and the edTPA performance assessment. Also required are workshops in Child Abuse Identification; School Violence Intervention and Prevention; and the Dignity for All Students Act (DASA), offered at Teachers College.

Requirements for the Education Studies Minor/Special Concentration

To complete the Minor (BC) or Special Concentration (CC/GS) in Education Studies, students must complete 20-24 points of course work, listed below.

The Education Studies track requires a minimum of six courses:

Requirement A - Educational Foundations
EDUC BC1510Educational Foundations3
Select two of the following:
Contemporary Issues in Education
PHIL UN2100
Sociology of Education
Sociology of Schools, Teaching and Learning *
Economics of Education
Educational Psychology
Adolescent Psychology
Pedagogy for Higher Education in Psychology
Requirement B - Educational Elective **
Select one of the following:
SOCI W2420Race and Place in Urban America3
SOCI UN3302Sociology of Gender3
SOCI W3923Adolescent Society4
URBS UN3420Introduction to Urban Sociology3
ECON BC3011Inequality and Poverty3
AMST UN3930Topics in American Studies (Sec. 003) *4
CSER UN3919Modes of Inquiry *4
CSER UN3928Colonization/Decolonization *4
OTHER - For a full list of courses that satisfy the Educational Elective requirement, see https://education.barnard.edu/education_studies. Advanced approval required for courses not on this list or the website.
Requirement C - Pedagogical Elective
Select one of the following:
EDUC BC3050Science in the City4
EDUC BC3052Math and the City4
EDUC BC3058Science in the City II: Preparing Future Scientists Now4
Requirement D - Pedagogical Core
EDUC BC2055Urban School Practicum (Sec. 003; taken in the spring semester of your senior year)3
*

 Courses offered at Columbia

**

 Your final project or paper for the Educational Elective course should focus on educational issues and a copy of the project or paper must be submitted to the Education Program office for inclusion in your student file.

Requirements for the Urban Studies Specialization in Education

Urban Studies majors who wish to pursue certification should apply to the Education Program in the fall of their junior year. We encourage students to plan carefully if they wish to pursue this option.

Urban Studies majors who have selected education as their area of specialization within the major should complete the following:

Requirement A - Educational Foundations
Select one of the following:
EDUC BC1510Educational Foundations3
EDUC BC3032Contemporary Issues in Education4
PHIL UN2100
SOCI UN3225Sociology of Education3
SOCI UN3974Sociology of Schools, Teaching and Learning *4
ECON BC3012Economics of Education3
Requirement B - Psychology
PSYC BC1001Introduction to Psychology3
Select one of the following:
Psychology of Learning
Cognitive Psychology
Developmental Psychology
Educational Psychology
Adolescent Psychology
Adolescent Psychology
Experimental Psychology: Human Behavior *
Requirement C - Pedagogical Elective
Select one of the following:
EDUC BC3050Science in the City4
EDUC BC3052Math and the City4
EDUC BC3058Science in the City II: Preparing Future Scientists Now4
Requirement D - Pedagogical Core
EDUC BC2052Seminar in Multicultural Elementary Pedagogy4
or EDUC BC2062 Seminar in Multicultural Secondary Pedagogy
EDUC BC2055Urban School Practicum3
*

Courses offered at Columbia

EDUC BC1510 Educational Foundations. 3 points.

Students are required to attend a discussion section.

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

Fall 2017: EDUC BC1510
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 1510 001/07392 T Th 2:40pm - 3:55pm
Ll103 Diana Center
Rachel Throop 3 63

EDUC BC2045 Colloquium: Current Issues in STEM Education. 1 point.

Required for Barnard NOYCE Scholars.

Prerequisites: enrollment is open to all, including first-year students.

This course introduces students to current topics in mathematics education through the Barnard College STEM Colloquium Series and discussion sessions. Students will explore the sociopolitical contexts in which STEM education takes place, and consider the implication of these contexts for mathematics teaching and learning in light of the topics presented.

Fall 2017: EDUC BC2045
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 2045 001/06439 T 6:00pm - 9:00pm
306 Milbank Hall
Lisa Edstrom 1 18/25
Spring 2018: EDUC BC2045
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 2045 001/03197 T 6:10pm - 9:00pm
306 Milbank Hall
Lisa Edstrom 1 1/24

EDUC BC2048 Fieldwork in Education. 1 point.

Investigates what it means to teach and what it means to learn in formal or informal urban educational settings. Fieldwork required.

EDUC BC2052 Seminar in Multicultural Elementary Pedagogy. 4 points.

Prerequisites: This course is a pre-requisite for student teaching in elementary schools; Grade of B or better required to continue. Open to Education Program participants; others only with the instructor's permission.
Corequisites: This course must be taken in the spring term of the junior year with corequisite EDUC BC2055, Elementary Urban School Practicum.

Provides prospective teachers with theory and methods for teaching elementary school subjects (grades 1-6) to meet intellectual, social and emotional needs of diverse learners. Topics include foundations of multicultural, student-centered and critical pedagogies, all aspects of literacy, utilizing literacy across content areas, constructivist mathematics instruction, authentic assessment, diversity and inclusion.

Spring 2018: EDUC BC2052
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 2052 001/06321 M 2:10pm - 5:00pm
318 Milbank Hall
Lisa Edstrom 4 3/20

EDUC BC2055 Urban School Practicum. 3 points.

Prerequisites: This course is a prerequisite for Student Teaching; grade of B or better required to continue. ,Enrollment is limited to students accepted into the Education Program (Urban Teaching or Education Studies). NYCDOE Fingerprinting required.
Corequisites: EDUC BC2052,EDUC BC2062

Consists of weekly class meetings combined with elementary, middle or high school classroom internship (depending on desired certification level). Students observe and apply theoretical principles of pedagogy to teaching and learning. Class meetings provide opportunities to reflect on internship and focus on instructional strategies and classroom management techniques. Meets for two hours per week, plus a minimum of six hours per week in the field. 

,

Section 001: Elementary Urban Teaching (Corequisite: EDUC BC2052)  

,

Section 002: Secondary Urban Teaching (Corequisite: EDUC BC2062

,

Section 003: Education Studies (no corequisite courses).

Spring 2018: EDUC BC2055
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 2055 001/06477 W 2:10pm - 4:00pm
306 Milbank Hall
Lisa Edstrom 3 1/20
EDUC 2055 002/00161 T 2:10pm - 4:00pm
Room TBA
Rachel Throop 3 10/20
EDUC 2055 003/05447 T 4:10pm - 6:00pm
Room TBA
Rachel Throop 3 5/24

EDUC BC2062 Seminar in Multicultural Secondary Pedagogy. 4 points.

Prerequisites: This course is a prerequisite for student teaching in secondary schools; grade of B or better required to continue.
Corequisites: This course should be taken in the spring term of the junior year with corequisite EDUC BC2055. Open to Education Program students; others only with the instructor's permission.

Prospective teachers explore methods for teaching English, social studies, the sciences (biology, physics, earth science and chemistry), mathematics, ancient and foreign languages (Grades 7-12). Topics include multicultural, critical pedagogical methods appropriate to specific content areas, content area standards and literacy, diversity, inclusion, and assessment.

Spring 2018: EDUC BC2062
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 2062 001/06496 Th 2:10pm - 5:00pm
Room TBA
Rachel Throop 4 5/20

EDUC BC3032 Contemporary Issues in Education. 4 points.

Prerequisites: the instructor's permission. Course enrollment will be determined after the first class meeting; application is available on CourseWorks.,,Open to all students; preference given to Urban Teaching, Education Studies and Urban Studies students.

Contemporary Issues in Education is an introduction to the range of intellectual dilemmas that are a part of American schooling through the illumination of the various social, philosophical, economic, and institutional forces that shape the learning environment. The topics serve to promote critical thought of educational dilemmas stemming from issues such as power and authority, the intersection of race, gender, socio-economic inequity, and challenges that confront students such as identity, marginalization and resiliency. This course is open to all students interested in investigating one’s best “fit” in the education realm, which may include classroom teaching, educational policy, reform, and NGO-based involvement.

Fall 2017: EDUC BC3032
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3032 001/03742 M 2:10pm - 4:00pm
214 Milbank Hall
Thea Abu El-Haj 4 14/24
Spring 2018: EDUC BC3032
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3032 001/06110 T 4:10pm - 6:00pm
Room TBA
Thea Abu El-Haj 4 25/24

EDUC BC3040 Migration, Globalization, and Education. 4 points.

Not offered during 2017-18 academic year.

Globalization and mass migration are reconfiguring the modern world and reshaping the contours of nation-states. New technologies that facilitate the movement of information, goods, and people across borders have made it easier for people to remain culturally, politically, economically and socially connected to the places from which they migrated. This seminar focuses on the experiences of the youngest members of these global migration patterns—children and youth—and asks: What do these global flows mean for educating young people to be members of the multiple communities to which they belong? 

Spring 2018: EDUC BC3040
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3040 001/08452 M 2:10pm - 4:00pm
Room TBA
Thea Abu El-Haj 4 0/20

EDUC BC3050 Science in the City. 4 points.

Prerequisites: the instructor's permission.

In partnership with the American Museum of Natural History students investigate science, science pedagogical methods, and ways to use New York City as a resource for science teaching and learning. Sessions will be held at Barnard and the museum. Field trips and fieldwork required. Non-science majors pre-service elementary students and first year students, welcome. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

Spring 2018: EDUC BC3050
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3050 001/04696 W 4:30pm - 6:20pm
Room TBA
Maria Rivera Maulucci 4 16/20

EDUC BC3052 Math and the City. 4 points.

Prerequisites: the instructor's permission.

In partnership with NYC public school teachers, students will have opportunities to engage in mathematical learning, lesson study, curriculum development, and implementation, with a focus on using the City as a resource. Students will explore implications for working with diverse populations. Non-math majors, pre-service elementary students and first-year students welcome. Fieldwork and field trips required. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

Fall 2017: EDUC BC3052
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3052 001/02422 W 4:10pm - 6:00pm
227 Milbank Hall
Lisa Edstrom 4 15/17

EDUC BC3055 Arts and Humanities in the City: Critical Literacy and Digital Storytelling. 4 points.

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

Spring 2018: EDUC BC3055
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3055 001/00764 Th 4:10pm - 7:00pm
Room TBA
Maria Rivera Maulucci 4 15/20

EDUC BC3058 Science in the City II: Preparing Future Scientists Now. 4 points.

Prerequisites: the instructor's permission. Open to Non-science majors, pre-service elementary students, and first-year students.

Students investigate the science of learning, the Next Generation Science Standards, scientific inquiry and engineering design practices, and strategies to include families in fostering student achievement and persistence in science. Fieldwork required. Note: Students in the Childhood Urban Teaching Program may use this course as a pedagogical elective.

Fall 2017: EDUC BC3058
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3058 001/04403 W 4:30pm - 6:20pm
327 Milbank Hall
Maria Rivera Maulucci 4 10/16

EDUC BC3061 Performance Assessment of Teaching. 3 points.

Open to Urban Teaching students in the Education Program.

Fall 2017: EDUC BC3061
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3061 001/06288 T 2:10pm - 4:00pm
306 Milbank Hall
Maria Rivera Maulucci 3 8

EDUC BC3063 Elementary Student Teaching in Urban Schools. 6 points.

Prerequisites: completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting.
Corequisites: EDUC BC3064. Enrollment limited.

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

Fall 2017: EDUC BC3063
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3063 001/07750 M 5:10pm - 7:00pm
227 Milbank Hall
Thea Abu El-Haj 6 3
EDUC 3063 002/01379 Th 4:10pm - 6:00pm
318 Milbank Hall
Laurie Rabinowitz 6 2

EDUC BC3064 Critical Inquiry in Urban Teaching. 4 points.

Corequisites: EDUC BC3063 or EDUC BC3065. Enrollment limited to student teachers enrolled in the Education Program.

Designed to help student teachers develop as reflective practictioners who can think critically about issues facing urban schools, particularly how race, class and gender influence schooling; and to examine the challenges and possibilities for providing intellectually engaging, meaningful curriculum to all students in urban classrooms.

Fall 2017: EDUC BC3064
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3064 001/01248 T 4:10pm - 6:00pm
306 Milbank Hall
Rachel Throop 4 8

EDUC BC3065 Secondary Student Teaching in Urban Schools. 6 points.

Prerequisites: Completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting required.
Corequisites: EDUC BC3064. Enrollment limited.

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

Fall 2017: EDUC BC3065
Course Number Section/Call Number Times/Location Instructor Points Enrollment
EDUC 3065 001/04248 M 4:10pm - 6:00pm
118 Barnard Hall
Elizabeth Rivera 6 3

Cross-Listed Courses

ECON BC3012 Economics of Education. 3 points.

Prerequisites: ECON BC3035 and ECON BC2411 or permission of the instructor.

Analyzes education policies and education markets from an economic perspective. Examines challenges that arise when researchers attempt to identify the causal effects of inputs. Other topics: (1) education as an investment, (2) public school finance, (3) teacher labor markets, (4) testing/accountability programs, (5) school choice programs, and (6) urban public school reforms.

PSYC BC2134 Educational Psychology. 3 points.

Prerequisites: BC1001 or permission of the instructor.

Through a participative classroom model, the major theories of child and adolescent development and learning fundamental to the educative process are examined. Analysis of applications and implications of psychological knowledge for classroom teaching through observations and research in elementary and secondary school classes. Examines models of instruction and assessment; motivation, teaching, and learning strategies; and gender, economic, and racial issues.

Fall 2017: PSYC BC2134
Course Number Section/Call Number Times/Location Instructor Points Enrollment
PSYC 2134 001/05687 M W 11:40am - 12:55pm
202 Milbank Hall
Hannah Hoch 3 30

PSYC BC3382 Adolescent Psychology. 4 points.

BC: Fulfillment of General Education Requirement: Social Analysis (SOC I)., BC: Fulfillment of General Education Requirement: Social Analysis (SOC II).

Prerequisites: BC1001 and BC1129 Developmental Psychology or permission of the instructor. Enrollment limited to 20 senior majors. Barnard students receive priority.

Examines adolescent development in theory and reality. Focuses on individual physiological, sexual, cognitive, and affective development and adolescent experiences in their social context of family, peers, school, and community. Critical perspectives of gender, race and ethnicity, sexuality, and "teen culture" explored.

Spring 2018: PSYC BC3382
Course Number Section/Call Number Times/Location Instructor Points Enrollment
PSYC 3382 001/00721 T 2:10pm - 4:00pm
318 Milbank Hall
Susan Sacks 4 16/16