EDUC BC 2032x Contemporary Issues in Education
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. - Linda Cole-Taylor
Prerequisites: Open to all students, preference given to Urban Teaching, Ed Studies and Urban Studies. Enrollment limited to 12 students for each section. Permission of instructor required. BC: Fulfillment of General Education Requirement: Social Analysis (SOC I)..
Days & Times/
|Autumn 2014 :: EDUC BC2032|
M 2:10p - 4:00p
502 Diana Center
|Spring 2015 :: EDUC BC2032|
M 2:10p - 4:00p
308 Diana Center
Tu 11:00a - 12:50p
212D LEWISOHN HALL
EDUC BC 2045x and y Colloquium: Current Issues in STEM
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. - Lisa Edstrom
Prerequisites: Required for Barnard NOYCE Scholars. Enrollment is open to all, including first year students
EDUC BC 2052y Seminar in Multicultural Elementary
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. - L. Edstrom
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 permission of instructor. Corequisites: This course must be taken in the spring term of the junior year with corequisite EDUC BC2055, Elementary Urban School Practicum.
EDUC BC 2055y Urban School Practicum
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.
Section 1: Elementary Urban Teaching Section 2: Secondary Urban Teaching
Section 3: Education Studies - Section 1: L. Edstrom; Section 2: M. Rivera
Maulucci; Section 3: K. Zuckerman
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 Educational Studies).
NYCDOE Fingerprinting will be required. Corequisites: Section 1, Elementary, EDUC BC2052; Section 2, Secondary, EDUC BC2062 for Urban Teaching program participants. Education Studies students may take Section 3 alone. Meets for two hours per week, plus a minimum of six hours per week in the field.
EDUC BC 2062y Seminar in Multicultural Secondary
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. - M.
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 permission of instructor.
EDUC BC 3050x Science in the City
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 second foundations course. - M. Rivera Maulucci
Prerequisites: Permission of instructor.
EDUC BC 3052y Math and the City
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. Note: Students in the Childhood Urban Teaching Program may
use this course as a second foundations course. - Lisa Edstrom
Prerequisites: Permission of instructor.
EDUC BC 3058x Science in the City II: Preparing Future Scientists
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. - TBA
Prerequisites: Open to Non-science majors, pre-service elementary students, and first year students. Permission of instructor.
EDUC BC 3063x and y Student Teaching in Urban Schools
Supervised student teaching in elementary or 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 BC3063 and EDUC BC3064 - M. Rivera Maulucci
Prerequisites: Completion of EDUC BC2052 or EDUC BC2062 and EDUC BC2055, with grades of B or better. NYCDOE Fingerprinting. Corequisites: EDUC BC3064. Enrollment limited.
EDUC BC 3064x and y Seminar on Issues in Urban
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. - L. Cole-Taylor
Corequisites: EDUC BC3063. Enrollment limited to student teachers enrolled in the Education Program.
BC3012 Economics of Education