Harvard Graduate School Of Education Course Catalog Preview
Harvard Graduate School of EducationCourse Catalog PreviewTable of ContentsEducation.2Subject: Education.2HARVARD UNIVERSITYPage 1 of 2714/10/2021 0:25 AM
EducationSubject: EducationEducationA011D Section: 01The Arts of Communication for Educators (203880)Timothy McCarthy2020 Fall (2 Credits)Instructor Permissions:InstructorSchedule:M 0600 PM - 0715 PMEnrollment Cap:n/aToday's education leaders must have the ability to communicate with clarity, integrity, and bravery in anincreasingly diverse and difficult world. This course seeks to strengthen the capacity of each student to doso in public and private settings while navigating a range of leadership challenges. Approximately one-thirdof our time together will be devoted to lessons and discussions that introduce students to different aspectsof communication. The other two-thirds of our time will consist of smaller sections where students willhave the opportunity to practice and improve their public speaking skills and receive customized, criticalfeedback. This course is designed for future leaders in the field of education and other related professions.Permission of instructor required. Enrollment limited to 50 HGSE students. This course assumes fluencywith the English language. Cross registrants will only be admitted if space remains after all interestedHGSE students have been accommodated.Class Notes:Class will meet on the following dates:October 19October 26November 2November 9November 16November 23November 30Additional Course Attributes:AttributeAll: Cross Reg AvailabilityEducationValue(s)Available for Harvard Cross RegistrationA011H Section: 01Essentials of Coaching for Leaders and Educators (214590)Allison Pingree2021 Spring (2 Credits)Instructor Permissions:HARVARD UNIVERSITYInstructorSchedule:M 0730 PM - 0930 PMEnrollment Cap:n/aPage 2 of 2714/10/2021 0:25 AM
Why is getting better at our work often so difficult? The use of coaching to improve professionalperformance has grown dramatically in recent years, and is an increasingly important skill for leaders tohave. Indeed, most HGSE graduates' careers will involve coaching others to one degree or another. Whattools do effective coaches use to build others' self-awareness, focus, confidence and competence? Whatare the particular challenges and opportunities in coaching individuals (rather than groups or teams)? Howdoes coaching compare to teaching, mentoring, counseling? Through class discussion, readings, casestudies and intensive applied practice, this module offers an understanding of the essentials of coaching,and builds skills useful across contexts.Permission of instructor required. Enrollment procedure will be posted to the course website.Additional Course Attributes:AttributeHGSE: ContentHGSE: ContentHGSE: CompetenciesHGSE: CompetenciesHGSE: PedagogyHGSE: PedagogyHGSE: ContentHGSE: ContentHGSE: ContentHGSE: PedagogyHGSE: PedagogyHGSE: CompetenciesHGSE: CompetenciesHGSE: ContentHGSE: CompetenciesHGSE: ContentHGSE: ContentHGSE: ContentHGSE: PedagogyHGSE: PedagogyAll: Cross Reg AvailabilityHGSE: CompetenciesHGSE: ContentHGSE: ContentHGSE: ContentHGSE: ContentHGSE: PedagogyEducationValue(s)decision-makingadult developmentengage in difficult conversationsconduct an interviewsimulation/role playreflective writingcoachingrelationshipssocial developmentcase-method learningguest speaker(s)develop a theory of actioncollaboratepartnershipsbuild partnershipmetacognitionemotional developmentleadershippeer learningexperiential learningAvailable for Harvard Cross Registrationidentify one's leadership strengths & limitationsvaluesmotivationcareer developmentidentitysmall-group discussionA011S Section: 01Getting to Pilot-Ready (in Six Weeks) (216774)Susan McCabe2021 Spring (2 Credits)Instructor Permissions:NoneSchedule:T 0600 PM - 0800 PMEnrollment Cap:n/a(New module.) In this 6-week module, students will be introduced to a streamlined approach toorganizing successful Pilot Programs that can spearhead innovation, an approach heavilyinfluenced by principles and theories espoused in Lean Startup, Design Thinking, and theDiffusion of Innovation. The processes supporting validation, iteration, and speed-to-market areessential to be able to gather meaningful data, fine-tune product design, optimize go-to-marketstrategies, attract early adopters/influencers, and work towards sustainable, scalable change.HARVARD UNIVERSITYPage 3 of 2714/10/2021 0:25 AM
This course gives students a playbook for planning a successful Pilot Program in formal andinformal learning environments. The Pilot approach that we will be using is geared fortransmedia, cross–media, and edtech products, curricula or programs. Students will have anopportunity to role-play pilot scenarios, test data collection methods, strategize pilot customersupport, and preview/discuss plans with peer teams. We will cover the advantages, challenges,and potential risks related to piloting on location and online. Finally, we will reviewcommunication strategies that help set expectations with pilot participants, facilitate monitoringof pilot experiences, capture stories/testimonials, collect data/insights on product impact, converta pilot to a sale, and ultimately ensure satisfactory results for all involved. At the conclusion ofthis course, students will be ready to launch a well-orchestrated Pilot Program.Class Notes:More information regarding Adjunct Lecturer Susan McCabe can befound here: sjohnsonmccabe.comAdditional Course Attributes:AttributeHGSE: ContentHGSE: PedagogyHGSE: CompetenciesAll: Cross Reg AvailabilityHGSE: ContentHGSE: ContentHGSE: ContentHGSE: PedagogyHGSE: ContentHGSE: ContentHGSE: ContentHGSE: PedagogyEducationValue(s)technologyreflective writingdeliver instructionAvailable for Harvard Cross Registrationstrategic planningformative evaluationdiversity equity inclusiondesign -based learningA024 Section: 01Politics and Education Policy (180041)Martin West2020 Fall (4 Credits)Schedule:TR 0900 AM - 1015 AMTR 0430 PM - 0545 PMInstructor Permissions:NoneEnrollment Cap:n/aEducation is inherently political. The experience of schooling contributes to the socialization of citizens,and curricular choices legitimate some forms of knowledge while excluding others. Educational attainmentis a key determinant of the economic success, and therefore the political influence, of individuals andsocial groups. Public-school systems are among the biggest employers in the world and command a largeshare of government budgets. It is no surprise, then, that education policy debates are often contentious.This course examines the politics of education policy. It introduces the key political institutions and actorsshaping education policy in order to shed light on current debates and their implications for students. Wesurvey past conflicts over education law and governance, recent policy changes, and the successes of andchallenges facing ongoing reform efforts. We use the American K-12 education system as our focal casebut provide opportunities for students to consider how course concepts apply to early childhoodeducation, higher education, and education systems in other countries. Weekly activities include a mix ofasynchronous learning experiences, small-group discussions of readings, and live sessions featuring caseanalyses, debates, simulations, and design challenges. Students will participate actively in group work,write multiple short policy memos, and complete a final project on a policy domain of personal interest.HARVARD UNIVERSITYPage 4 of 2714/10/2021 0:25 AM
Students are expected to attend two 75-minute class meetings a week. To maximizeaccess across time zones, the class will be offered in two separate class meeting times:Tuesday/Thursday, 9:00 – 10:15 a.m. ET --or—Tuesday/Thursday, 4:30 – 5:45 p.m. ET.Students will need to be available for at least one of the two course meeting-time optionsto enroll in this course. Final assignment of a class meeting time will not happen as partof course enrollment in my.harvard.edu, but instead will be coordinated by the courseteaching team.No prerequisites. Strongly recommended for students in the Education Policy and Management Program. Itis also designed to be useful to Ph.D. in Education and Ed.L.D. students and for graduate students in otherHarvard schools with an interest in applied political analysis. Open to advanced undergraduates with astrong interest in education policy.Additional Course Attributes:AttributeHGSE: ContentHGSE: CompetenciesHGSE: ContentHGSE: ContentHGSE: PedagogyHGSE: CompetenciesHGSE: PedagogyHGSE: ContentAll: Cross Reg AvailabilityHGSE: PedagogyHGSE: CompetenciesHGSE: ContentHGSE: ContentEducationValue(s)advocacyanalyze argumentspoliticsschool reformsimulation/role playwrite a research/analytic papersmall-group discussionpolicyAvailable for Harvard Cross Registrationlecturewrite a policy memolawcivil rightsA027 Section: 01Managing Financial Resources in Nonprofit Organizations (180043)James Honan2021 Spring (4 Credits)Schedule:MW 0730 AM - 0845 AMMW 0600 PM - 0715 PMInstructor Permissions:NoneEnrollment Cap:n/aThis course provides a general introduction to and overview of the financial managementpractices and problems of nonprofit organizations. Specific topics will include financialaccounting, budgeting/resource allocation, cost containment and retrenchment, andstrategy development/strategic planning. Course activities will include lectures,discussions, case analyses, exercises, and outside readings. Grades will be based onwritten case analyses, class participation, and a final examination.Students are expected to attend two 75-minute class meetings a week. To maximizeaccess across time zones, the class will be offered in two separate class meeting times:Monday/Wednesday, 7:30 – 8:45 a.m. ET --or—Monday/Wednesday, 6:00 –7:15 p.m. ET.Students will need to be available for at least one of the two course meeting-time optionsto enroll in this course. Final assignment of a class meeting time will not happen as partof course enrollment in my.harvard.edu, but instead will be coordinated by the courseHARVARD UNIVERSITYPage 5 of 2714/10/2021 0:25 AM
teaching team.Additional Course Attributes:AttributeHGSE: ContentHGSE: PedagogyHGSE: ContentHGSE: ContentHGSE: CompetenciesHGSE: PedagogyHGSE: CompetenciesHGSE: ContentHGSE: ContentHGSE: ContentAll: Cross Reg AvailabilityHGSE: CompetenciesEducationValue(s)scalingguest speaker(s)financial managementleadershipprepare budgetscase-method learningread financial statementsnonprofitsstrategic planningorganizationsAvailable for Harvard Cross Registrationthink strategicallyA029 Section: 01An Introduction to Education Finance and Budgeting (180045)Jon Fullerton2020 Fall (4 Credits)Instructor Permissions:InstructorSchedule:M 0430 PM - 0630 PMEnrollment Cap:n/aThis 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 reflectionof one's actual, as opposed to theoretical, policy priorities. Specific topics covered will include revenuegeneration options, equity and adequacy frameworks for evaluating school finance systems, school anddistrict budget processes and the politics of budgeting, cost drivers, activity-based costing and costbenefit analysis, and performance management. This is a hands-on course; students will be expected toaccess and analyze publicly available data sets using Microsoft Excel and to create compellingpresentations aimed at policymakers from the results. At the end of the course, students should have anunderstanding of the American school finance framework, be able to analyze school and district budgetswith a critical eye, and be able to think fluently about the financial implications of policies or proposals.Students are expected to attend one 120-minute class meeting a week and a 75 minute section. The classwill be offered: Monday, 4:30 p.m. – 6:30 p.m. ET. Section times will are to be determined.Permission of instructor required. Enrollment is limited to 30. Enrollment procedure will be posted on thecourse website.Class Notes:There will be a weekly section held. Days and times to be arranged.Additional Course Attributes:AttributeHGSE: ContentHGSE: ContentHGSE: CompetenciesHGSE: ContentHGSE: PedagogyAll: Cross Reg AvailabilityHGSE: CompetenciesHGSE: PedagogyHARVARD UNIVERSITYValue(s)budgetingpolicyread financial statementsfinancial managementlectureAvailable for Harvard Cross Registrationanalyze quantitative datapeer learningPage 6 of 2714/10/2021 0:25 AM
HGSE: CompetenciesHGSE: PedagogyHGSE: CompetenciesHGSE: CompetenciesHGSE: PedagogyEducationmake a presentationproblem setsprepare budgetswrite a policy memoproject-based learningA035M Section: 01The Teacher Workforce: Management and Policy (216636)Eric Taylor2021 Spring (2 Credits)Instructor Permissions:NoneSchedule:TR 0730 PM - 0845 PMEnrollment Cap:n/a(New module. Previously offered as semester-length course, A035.) This course is about the challenges ofmanaging human resources, with a focus on teachers and the education sector. The course is motivated bypractical questions: whom to hire, fire, or promote, when to provide on-the-job training, how to evaluate jobperformance, whether to tie pay to performance, how to design jobs, how to structure retirement benefits,and others. We will examine these questions using tools from economics, especially labor and personneleconomics. Underlying these questions are several essential economic concepts that this course willintroduce: opportunity costs, asymmetric information, decisions under uncertainty, investments in humancapital, principal-agent problem, and incentives, among others. To illustrate these questions and conceptswe will use examples drawn from recent empirical research on teachers. As those examples willdemonstrate, the topics of this course are directly relevant to several current education policy debates thatwe will discuss in class: for example, tenure rules, accountability and evaluation, pay for performance orcredentials. This is a course for (aspiring) entrepreneurs, managers, policy makers, and researchers; it is acourse about strategic decisions, not a course on the day-to-day tasks of human resources offices.Students should search for prior syllabi and course reviews under A035.Additional Course Attributes:AttributeAll: Cross Reg AvailabilityEducationValue(s)Available for Harvard Cross RegistrationA035M Section: 01The Teacher Workforce: Management and Policy (216636)Eric Taylor2021 Spring (2 Credits)Instructor Permissions:NoneSchedule:TR 0730 AM - 0845 AMEnrollment Cap:n/a(New module. Previously offered as semester-length course, A035.) This course is about the challenges ofmanaging human resources, with a focus on teachers and the education sector. The course is motivated bypractical questions: whom to hire, fire, or promote, when to provide on-the-job training, how to evaluate jobperformance, whether to tie pay to performance, how to design jobs, how to structure retirement benefits,and others. We will examine these questions using tools from economics, especially labor and personneleconomics. Underlying these questions are several essential economic concepts that this course willintroduce: opportunity costs, asymmetric information, decisions under uncertainty, investments in humancapital, principal-agent problem, and incentives, among others. To illustrate these questions and conceptswe will use examples drawn from recent empirical research on teachers. As those examples willdemonstrate, the topics of this course are directly relevant to several current education policy debates thatwe will discuss in class: for example, tenure rules, accountability and evaluation, pay for performance orHARVARD UNIVERSITYPage 7 of 2714/10/2021 0:25 AM
credentials. This is a course for (aspiring) entrepreneurs, managers, policy makers, and researchers; it is acourse about strategic decisions, not a course on the day-to-day tasks of human resources offices.Students should search for prior syllabi and course reviews under A035.Additional Course Attributes:AttributeAll: Cross Reg AvailabilityEducationValue(s)Available for Harvard Cross RegistrationA090 Section: 01Crafting a Compelling and Rigorous Proposal (180050)Eileen McGowan2020 Fall (4 Credits)Schedule:W 0900 AM - 1015 AMW 0600 PM - 0715 PMInstructor Permissions:InstructorEnrollment Cap:n/aProposal writing is a nurtured skill not a natural talent. The purpose of this course is to develop the skillsetnecessary for constructing a solid proposal for grant-writing, entrepreneurial competitions and charterschool applications, etc.; for entry into doctoral programs or for creating a dissertation proposal. What doyou want to do and how do you justify it? Why should anyone care? What literature do you need to review?How does your personal way of seeing the world shape your framing and execution of ideas? Developingthis craft is best accomplished within a community, rather than in isolation, because others can locatestrengths and weakness the writer cannot self- identify. Our learning community offers a consistent,structured, supportive environment in which under-developed ideas are nurtured and initial drafts areperfected and polished. Discussion topics include: (1) choosing topics; (2) using the literature (3) aligningwith organizational goals (4) constructing financial requests (7) writing effectively; (8) justifying plans andfinally (9) giving consideration to formative and/or summative evaluation. Within the course you will focuson a topic of your choice and have an opportunity to delve deeply into related literature in order to justifyyour proposal and create a robust argument.Students are expected to attend one 75-minute class meeting a week. To maximize access across timezones, the class will be offered in two separate class meeting times: Wednesday, 9:00 – 10:15 a.m. ET -or-- Wednesday, 6:00 – 7:15 p.m. ET. Students will need to be available for at least one of thetwo course meeting-time options to enroll in this course. Final assignment of a class meeting time willnot happen as part of course enrollment in my.harvard.edu, but instead will be coordinated by thecourse teaching team.Permission of instructor is required. This seminar, originally accessible only to doctoral students, is nowalso open to master's students who have specific goals for which this skill would be useful. Noprerequisites.Additional Course Attributes:AttributeHGSE: PedagogyHGSE: PedagogyHGSE: CompetenciesHGSE: CompetenciesAll: Cross Reg AvailabilityHGSE: CompetenciesHGSE: CompetenciesHGSE: CompetenciesHGSE: PedagogyHARVARD UNIVERSITYValue(s)small-group discussionteam-based learningdevelop a theory of actionidentify one's leadership strengths & limitationsAvailable for Harvard Cross Registrationwrite a research proposalmake a presentationanalyze argumentspeer learningPage 8 of 2714/10/2021 0:25 AM
HGSE: CompetenciesHGSE: ContentHGSE: PedagogyHGSE: PedagogyHGSE: CompetenciesHGSE: CompetenciesHGSE: PedagogyEducationsynthesize readingsresearch methodsreflective writingdiscussion sectionsdevelop research questionswrite a grant proposalguest speaker(s)A101 Section: 01Native Americans in the 21st Century: Nation-Building I (180055)Joseph Kalt2021 Spring (2 Credits)Instructor Permissions:NoneSchedule:TWRF 1000 AM - 0430 PMEnrollment Cap:30This course examines the challenges that contemporary Native American tribes and nations face as theyendeavor to rebuild their communities, strengthen their cultu
Course Catalog Preview Table of Contents . of course enrollment in my.harvard.edu, but instead will be coordinated by the course . HARVARD UNIVERSITY Page 6 of 271 3/19/2021 0:25 AM teaching team. .
Life science graduate education at Harvard is comprised of 14 Ph.D. programs of study across four Harvard faculties—Harvard Faculty of Arts and Sciences, Harvard T. H. Chan School of Public Health, Harvard Medical School, and Harvard School of Dental Medicine. These 14 programs make up the Harvard Integrated Life Sciences (HILS).
1 Postdoctoral Fellow, Edmond J. Safra Center for Ethics, Harvard University 2 Professor of Education, Harvard Graduate School of Education 3 Ph.D. student, Harvard Graduate School of Education 4 Mildred Fish Harnack Professor of Philosophy and Carol Dickson Bascom Professor of the Humanities, University of Wisconsin--Madison 5 Ph.D. student, Harvard Graduate School of Education
NIH GRADUATE & PROFESSIONAL SCHOOL FAIR 2017 3 Harvard Integrated Life Sciences PhD Programs; MD-PhD Program 94 Harvard T.H. Chan School of Public Health 94 Harvard University Graduate School of Arts & Sciences 95 Harvard/MIT MD-PhD Program 95 HHMI Medical Research Fellows Program 96 Immaculata University
Sciences at Harvard University Richard A. and Susan F. Smith Campus Center 1350 Massachusetts Avenue, Suite 350 Cambridge, MA 02138 617-495-5315 gsas.harvard.edu Office of Diversity and Minority Affairs minrec@fas.harvard.edu gsas.harvard.edu/diversity Office of Admissions and Financial Aid admiss@fas.harvard.edu gsas.harvard.edu/apply
Virginia Tech Graduate School supports Interdisciplinary Graduate Education Programs (IGEPs) to promote and sustain graduate education and research across fields, programs, colleges, and campuses. More than 300 graduate students currently participate in the 14 Graduate School-supported IGEPs. Each IGEP addresses a major fundamental problem or
at gsas.harvard.edualumni. LETTES TO THE EITO We welcome your feedback and ideas. Write to: Collo, Harvard University Graduate School of Arts and Sciences, Suite 350, 1350 Massachusetts Avenue, Cambridge, MA 02138-386 or e-mail gsaafas.harvard.edu. GRADUATE SHOOL ALUNI ASSOCIATION(SAA ) COUNIL Axandra Ati-Camperi, PhD ’95, music G.
danbjork@fas.harvard.edu HARVARD UNIVERSITY Placement Director: Gita Gopinath GOPINATH@HARVARD.EDU 617-495-8161 Placement Director: Nathan Nunn NNUNN@FAS.HARVARD.EDU 617-496-4958 Graduate Administrator: Brenda Piquet BPIQUET@FAS.HARVARD.EDU 617-495-8927 Office Contact Information Department of Economics
Howard E. Gardner Date of Birth: July 11, 1943 Office Addresses: Longfellow Hall, Room 235 1-617-496-4929 (tel) Harvard Graduate School of Education 1-617-496-4855 (fax) Cambridge, MA 02138 hgasst@gse.harvard.edu Websites: thegoodproject.org howardgardner.com pz.harvard.edu multipleintelligencesoasis.org
