WUSTL Course Listings Login with WUSTL Key
Search Results: Help Display: Open + Closed     Just Open     Just Closed View: Regular     Condensed     Expanded
24 courses found.
EDUCATION (L12)  (Dept. Info)Arts & Sciences  (Policies)SP2025
L12 Educ 500Independent WorkVar. Units (max = 6.0)
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01TBATBAAndrew ButlerNo Final000
02TBATBARowhea ElmeskyNo Final000
03TBATBAChristopher RozekNo Final003
04TBATBAMichelle PurdyNo Final000
L12 Educ 5001The American School3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M------2:30P-5:20PTBAKelly HarrisProject1240
Actions:Books
02-T-R---8:30A-9:50ASeigle / 304 Lyndsie SchultzPaper121210
Actions:Books
03-T-R---4:00P-5:20PTBAApril Warren-GriceProject12129
Actions:Books
04--W----4:30P-7:20PTBAAurora KamimuraPaper/Project/Take Home12124
Actions:Books
L12 Educ 5003Gender and Education3.0 Units
L12 Educ 5004Educational Psychology3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----10:00A-11:20ATBAChristopher RozekMay 5 2025 10:30AM - 12:30PM121221
Actions:Books
L12 Educ 513BEducation, Childhood, Adolescence, and Society3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----10:00A-11:20ASeigle / 304 Sarah Lillo KangProject12128
Actions:Books
02-T-R---10:00A-11:20ASeigle / 304 Kerri FairTake Home Exam12128
Actions:Books
L12 Educ 5253Instructional Interventions in Reading for Adolescents and English Language Learners3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-----4:30P-7:20PTBAKerri FairPaper/Project/Take Home1030
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
L12 Educ 5289Neighborhoods, Schools, and Social Inequality3.0 Units
L12 Educ 5511Race, Ethnicity, and Culture: Critical Qualitative Understandings of Urban Education3.0 Units
Description:This course examines educational institutions as spaces where children are asked to comply to the norms, expectations, and values of the culture of power. We will study how forces -- such as de facto segregation, the disproportionate hyper-disciplining of students, punitive school climates, and the devaluing of certain forms of cultural and social capital -- can contribute to cycles of social reproduction among the marginalized. To address such challenges, this course introduces sociocultural theories and critical qualitative inquiry methods as mechanisms by which urban educational institutions can be positively transformed. Specifically, restorative practices, cogenerative dialogues, and participatory/co-researcher models are explored as methods that honor the voices of marginalized stakeholders and lead to catalytic, transformational impact. Leaving this course, students will have an understanding of the inequitable terrain of urban education institutions as well as a repertoire of theories and methods to assist with the conducting of critically grounded, culturally responsive, humane, and transformative research. In addition to lectures, readings, discussions, films, and actual classroom footage, students will conduct a school experience project to practice using the theories and methods introduced in this course. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: Enrollment is limited to juniors, seniors, and graduate students. All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 4511, and graduate students must enroll in Educ. 5511.
Attributes:A&S IQ: SD, SSCArch: SSCArt: SSCBU: BAEN: S
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L12 4511  L18 4511  L98 452Frequency:Every 1 or 2 Years / History
L12 Educ 5530Sociology of Education3.0 Units
L12 Educ 5607Education of Black Children and Youth3.0 Units
L12 Educ 5620Politics of Education3.0 Units
Description:In this course politics is interpreted broadly to not only include formal policy-making processes, but any situation in which people have to solve a problem or come to a decision. The purpose of this course is to explore the process of (1) how ideologies and power dynamics influence educational policies and decisions; (2) how educational policies and decisions influence pedagogies-especially in the relationships among students, teachers, and knowledge; (3) how pedagogies translate into specific school programs and practices; (4) how these programs and practices impact student opportunities and outcomes; and (5) how student outcomes and opportunities influence ideologies and power dynamics. In doing so, this course considers a variety of key educational institutions and actors at the local, state, and federal levels. This course also considers politics across time, space, and individuals-noting how historical, geographical, cultural, social, psychological, political, and economic contexts can shape the politics of education. Additionally, as this course considers the relationship between politics and power, we explore how politics can manifest itself in ways that promote exclusion and subjugation or work towards the common good. Specifically, we explore stories that demonstrate how politics can influence the lived experiences of individuals from various class, race, ethnicity, gender, sexuality, and other identity groups. Finally, after carefully examining the research on inequalities and inefficiencies resulting from the current politics of education, we will transition from problem identification (i.e. "What went wrong?") to problem solution ("Where do we go from here?"). Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 462, and graduate students must enroll in Educ. 5620.
Attributes:A&S IQ: SC, SD, SSCArch: SSCArt: SSCEN: S
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L12 462  L18 462  L40 4621  L40 5621  L98 462Frequency:Every 1 or 2 Years / History
L12 Educ 590Research in EducationVar. Units (max = 6.0)
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01TBATBAAndrew ButlerNo Final000
02TBATBARowhea ElmeskyNo Final000
03TBATBAChristopher RozekNo Final001
04TBATBAMichelle PurdyNo Final000
L12 Educ 6008Education and Psychology of Exceptional Children3.0 Units
Description:Learning, psychological, cognitive and social characteristics of exceptional children and youth from gifted to those with disabilities. Study child and adolescent developmental stages and the application to educational settings through data-based decision making using assessment and student data in a critical thinking, problem solving team approach. Current practices of educational strategies, interventions, and modifications to differentiate instruction for individual learning needs are emphasized. Plan lessons and activities that address student's prior experiences, multiple intelligences, strengths, and needs to positively impact learning. Learn specific strategies for classroom management, consultation and collaboration with families, colleagues, and administrators to meet individual needs within a culturally and demographically diverse classroom. Influences of legislation, criteria used to identify children, and awareness of supportive services are explored. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment note: All students are enrolled onto the waitlist. Priority is given to Teacher/Deaf Education majors, prospective Teacher Education majors, and majors/minors in Educational Studies. Undergraduate students must enroll in Educ. 408 and graduate students must enroll in Educ. 6008.
Attributes:A&S IQ: SSCArch: SSCArt: SSCBU: BAEN: S
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L12 408  L66 408Frequency:Twice Each Year / History
L12 Educ 6052Educational Psychology: A Focus on Teaching and Learning in School Settings3.0 Units
Description:How should research in educational psychology inform teaching in contemporary schools - and how might the lived experience of professional educators in turn inform research in educational psychology? This class uses the reciprocal relationship between educational theory and practice to examine key issues in teaching and learning in contemporary school settings. Throughout, students will gain greater familiarity with topics influencing the pedagogical decision-making of teachers, from everyday topics (e.g. differentiation, classroom management, developmental appropriateness, etc.) to topics gaining ground in contemporary education (e.g. culturally responsive pedagogy, trauma-informed pedagogy, poverty-informed pedagogy, etc.). By engaging with substantive texts representing diverse perspectives, students will become more comfortable navigating scholarly research on teaching and learning in school settings, including distinguishing between multiple forms of scholarship (e.g. qualitative and quantitative studies, action research, self-study, portraiture, etc.) and other forms of writing about education (e.g. memoirs, advice based on personal experience, op-eds by thought leaders, etc.). Students will also theorize about reasons for gaps between educational research and practice by drawing on their knowledge of the sociocultural, political, and historical contexts of schooling. Ultimately, students will become more able to articulate their reasoned perspectives as emerging professionals regarding best practices for meaningful teaching and learning in school settings. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Teacher Education majors, prospective Teacher Education majors, and majors/minors in Educational Studies.Undergraduate students must enroll in Educ. 4052, and graduate students must enroll in Educ. 6052
Attributes:A&S IQ: SSCArch: SSCArt: SSCBU: BAEN: S
Instruction Type:Classroom instruction Grade Options:C Fees:
Course Type:IdentSame As:L12 4052Frequency:Twice Each Year / History
L12 Educ 6053Early Field Experience1.0 Unit
Description:This course offers students an informed look at schooling in America and is designed for current teachers, prospective teachers (those considering a Teacher Education major), and for those simply interested in furthering their understanding of classroom interaction and the fundamental principles of teaching and learning. Students will be able to plan lessons and activities that address student's prior experiences, multiple intelligences, strengths, and needs to positively impact learning. This course provides direct and indirect experiences with contemporary K-12 educational practice in schools through 30 clock hours of field observation to be completed during the semester. Students will observe the daily life of teachers and their interactions with children and adolescents, with the dual goal of understanding the professional nature of the setting (i.e. pedagogical decision-making processes, expectations and requirements for teachers, institutional functioning, etc.) and being an active participant in a K12 classroom setting. Assignments will include, but are not limited to, observation notes, discussions with class members, and evaluation and design of instructional strategies and learning activities. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: All students are enrolled onto the waitlist. Priority is given to Teacher Education majors, prospective Teacher Education majors, and majors/minors in Educational Studies. Students must complete their 30 clock hours outside of class in school settings assigned by the WUSTL Department of Education Field Placement Specialist. Undergraduate students must enroll in Educ. 4053 and graduate students must enroll in Educ. 6053
Attributes:A&S IQ: SSCArch: SSCArt: SSCEN: S
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:IdentSame As:L12 4053Frequency:None / History
L12 Educ 670Language, Learning, and Instruction3.0 Units
Description:This course, with an emphasis on 21st century literacies, is the second of three courses in a sequence of teaching reading and writing. The course reviews and elaborates on work from previous courses on children's acquisition of written language, examines approaches to teaching reading and writing more broadly, and focuses on sociocultural perspectives of literacy to affirm and challenge existing practices. Designed to develop effective teaching strategies and approaches to curriculum development in literacy, the course addresses components of the literacy curriculum that are aligned to learning experiences and outcomes. Incorporates strategies for individual student needs based on diverse cultural and language backgrounds to deliver differentiated instruction and teaches students to set learning goals. Strategic instructional skills are developed to engage students in the methods of inquiry and research with interdisciplinary approaches where appropriate. Use of formal and informal assessments are designed to guide instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Strategies to understand how to communicate confidential student data and progress following ethical and legal protocols are developed. Researched-based models of critical thinking and problem- solving, including various instructional strategies and technology to support student engagement in higher level thinking skills are important components of the course. Prerequisite: Educ 4681 Enrollment Note: Undergraduate students must enroll in Educ. 470, and graduate students must enroll in Educ. 670.
Attributes:A&S IQ: HUMArch: HUMArt: HUMEN: H
Instruction Type:Classroom instruction Grade Options:CP Fees:
Course Type:IdentSame As:L12 470Frequency:Annually / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01--W----9:00A-12:00PSeigle / 148 Kerri FairPaper/Project/Take Home1040
Actions:Books
L12 Educ 6731Elementary School Mathematics3.0 Units
Description:Fundamental concepts, properties, operations, and application of mathematics related to the systems of whole numbers, integers, rational numbers, and real numbers. Also included are measurement, simple geometry, probability, and logical reasoning. Designed to develop effective teaching strategies and approaches to curriculum development in mathematics. Addresses components of effective curriculum that are aligned to learning experiences and outcomes using academic language of mathematics. Incorporates strategies for individual student needs based on diverse backgrounds, prior experiences, and language to deliver differentiated instruction and teaches students to set learning goals. Develop strategies to engage students in the methods of inquiry and research with interdisciplinary approaches where appropriate. Learn researched-based models of critical thinking and problem-solving, including various instructional strategies and technology to support student engagement in higher level thinking skills. Use formal and informal assessments to design instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Understand strategies to communicate confidential student data and progress following ethical and legal protocols. Prerequisite: EDUC 466 and admission to the Teacher Education Program or permission of instructor. Enrollment Note: Undergraduate students must enroll in Educ. 4731, and graduate students must enroll in Educ. 6731.
Attributes:A&S IQ: NSMArch: NSMArt: NSM
Instruction Type:Classroom instruction Grade Options:CP Fees:
Course Type:IdentSame As:L12 4731Frequency:None / History
L12 Educ 6741Elementary Science: Content, Curriculum, and Instruction2.0 Units
Description:This course will present a variety of investigative approaches to teaching science in the elementary school. The course design rests on the theoretical view that children learn science when they participate, actively, in relevant science thinking and experimentation. In the course, you will be given opportunities to practice methods of inquiry as adult learners of science content as well as opportunities to design and implement inquiry-based lessons for elementary school children. The course will assist you in the development of criteria to guide the selection of science activities to achieve specified learning goals in a curriculum. Explicit connections will be made between various science lessons, curricular goals and both Missouri State and National Standards. In addition, the course is designed to develop effective teaching strategies and approaches to curriculum development in science as well as in the areas of health and physical education. Addresses components of effective curriculum that are aligned to learning experiences and outcomes using academic language of the sciences. Incorporates strategies for individual student needs based on diverse backgrounds, prior experiences, and language to deliver differentiated instruction and teaches students to set learning goals. Develop strategies to engage students in the methods of inquiry and research with interdisciplinary approaches where appropriate. Learn researched-based models of critical thinking and problem-solving, including various instructional strategies and technology to support student engagement in higher level thinking skills. Use formal and informal assessments to design instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Understand strategies to communicate confidential student data and progress following ethical and legal protocols. Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4741, and graduate students must enroll in Educ. 6741.
Attributes:A&S IQ: NSMArch: NSMArt: NSM
Instruction Type:Classroom instruction Grade Options:C Fees:
Course Type:IdentSame As:L12 4741Frequency:None / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-----4:30P-6:20PSeigle / 148 Allycia UhrhanPaper/Project/Take Home1020
Actions:Books
L12 Educ 6751Elementary Social Studies: Content, Curriculum, and Instruction2.0 Units
Description:Introduction to key concepts in social studies, including political science, economics, behavioral science, world history, American history, and geography. Designed to develop effective teaching strategies and approaches to curriculum development in all areas of social studies. Addresses components of effective curriculum that are aligned to learning experiences and outcomes using academic language of the social sciences. Incorporates strategies for individual student needs based on diverse backgrounds, prior experiences, and language to deliver differentiated instruction and teaches students to set learning goals. Develop strategies to engage students in the methods of inquiry and research with interdisciplinary approaches where appropriate. Learn researched-based models of critical thinking and problem-solving, including various instructional strategies and technology to support student engagement in higher level thinking skills. Use formal and informal assessments to design instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Understand strategies to communicate confidential student data and progress following ethical and legal protocols. Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4751, and graduate students must enroll in Educ. 6751.
Attributes:A&S IQ: SSCArch: SSCArt: SSCEN: S
Instruction Type:Classroom instruction Grade Options:C Fees:
Course Type:IdentSame As:L12 4751Frequency:None / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M------4:00P-5:50PTBAJohn DuvallPaper/Project/Take Home530
Actions:Books
L12 Educ 6771The Arts and Aesthetics: A Means of Communication3.0 Units
Description:Methods and materials for integrating the arts and aesthetics into the elementary classroom. Emphasis on art, music, and oral communication as well as curricula in movement. Designed to develop effective teaching strategies and approaches to curriculum development in the arts and music. Addresses components of the arts and music curriculum that are aligned to learning experiences and outcomes. Incorporates strategies for individual student needs based on diverse backgrounds, prior experiences, and language to deliver differentiated instruction and teaches students to set learning goals. Develop strategies to engage students in the arts and music to encourage inquiry, interest, and proficiency in the fields. Learn researched-based models of creative thinking and performance, including various instructional strategies and technology to support student engagement in the arts and music. Use formal and informal assessments to design instruction and improve learning activities followed by assessment analysis to determine effect of class instruction on individual and whole class learning. Understand strategies to communicate confidential student data and progress following ethical and legal protocols. Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4771, and graduate students must enroll in Educ. 6771.
Attributes:A&S IQ: HUMArch: HUMArt: CPSC, HUMEN: H
Instruction Type:Classroom instruction Grade Options:C Fees:
Course Type:IdentSame As:L12 4771Frequency:None / History
L12 Educ 6821The Teaching-Learning Process in the Secondary School3.0 Units
Description:Spring continues the year-long Teaching-Learning and Curriculum & Instruction sequence. Teaching-Learning will meet for 3-5 days before the semester begins for orientation to student teaching which takes place concurrently with this course. Course topics and discussion further develop knowledge in a variety of areas that are experienced during student teaching such as the refinement of pedagogy strategies and skills; the analysis of instruction; social, political, and legal issues of schooling; and the Missouri Educator Evaluation System (MEES) for certification. Additional topics include: creation and development of engaging and challenging standards-based curriculum; understanding diverse cultural perspectives of emergent bilingual students and how to select appropriate strategies for addressing individual needs in meeting curriculum objectives; incorporating strategies for individual student needs based on diverse backgrounds and prior experiences to deliver differentiated instruction; creating a positive learning environment through effective classroom management using strategies based on research and pedagogically sound techniques; developing reflective practices to improve teaching while understanding the importance of utilizing professional learning opportunities in school districts and professional organizations; understanding the importance of communication, professional relationships, and collaboration with teachers, administrators, families, and the community; and, understanding the nature of professional, ethical, behavior and the need to adhere to district policies and school procedures.Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4821, and graduate students must enroll in Educ. 6821.
Attributes:A&S IQ: SSC, WIArch: SSCArt: SSCEN: S
Instruction Type:Classroom instruction Grade Options:C Fees:
Course Type:IdentSame As:L12 4821Frequency:Annually / History
L12 Educ 6841Elementary Methods Field Experience2.0 Units
Description:This course guides students through an elementary field experience that provides an orientation for student teachers. Fifty hours of field work in an elementary classroom are required for each student. Students observe and document classroom environment characteristics, professional teacher behaviors, and student behaviors; work with students individually and/or in small groups; prepare and teach a lesson. They learn classroom technologies such as SMART Board and digital video recording and editing. Course topics, observation, and discussion include: understanding diverse cultural perspectives of emergent bilingual students and how to select appropriate strategies for addressing individual needs in meeting curriculum objectives; incorporate strategies for individual student needs based on diverse backgrounds and prior experiences to deliver differentiated instruction; creating a positive learning environment through effective classroom management using strategies based on research and pedagogically sound techniques; develop reflective practices to improve teaching while understanding the importance of utilizing professional learning opportunities in school districts and professional organizations. Understand importance of communication, professional relationships, and collaboration with teachers, administrators, families, and the community. Understand the nature of professional, ethical behavior and the need to adhere to district policies and school procedures. Prerequisite: Admission to the Teacher Education Program. Enrollment Note: Undergraduate students must enroll in Educ. 4841, and graduate students must enroll in Educ. 6841.
Attributes:A&S IQ: SSCArch: SSCArt: SSCEN: S
Instruction Type:Classroom instruction Grade Options:CP Fees:
Course Type:IdentSame As:L12 4841Frequency:None / History
L12 Educ 692Student Teaching in the Secondary School8.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01MTWRF--8:30A-2:50P(None) / Jessica BockskopfNo Final1040
Desc:Graduate students must register for Satisfactory/Unsatisfactory and Undergraduates must register for Pass/Fail.
Actions:Books
L12 Educ 694Student Teaching in Grades K-128.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01MTWRF--8:30A-2:50P(None) / Jessica BockskopfNo Final1020
Desc:Graduate students must register for Satisfactory/Unsatisfactory and Undergraduates must register for Pass/Fail.
Actions:Books
Label

Home/Ident

A course may be either a “Home” course or an “Ident” course.

A “Home” course is a course that is created, maintained and “owned” by one academic department (aka the “Home” department). The “Home” department is primarily responsible for the decision making and logistical support for the course and instructor.

An “Ident” course is the exact same course as the “Home” (i.e. same instructor, same class time, etc), but is simply being offered to students through another department for purposes of registering under a different department and course number.

Students should, whenever possible, register for their courses under the department number toward which they intend to count the course. For example, an AFAS major should register for the course "Africa: Peoples and Cultures" under its Ident number, L90 306B, whereas an Anthropology major should register for the same course under its Home number, L48 306B.

Grade Options
C=Credit (letter grade)
P=Pass/Fail
A=Audit
U=Satisfactory/Unsatisfactory
S=Special Audit
Q=ME Q (Medical School)

Please note: not all grade options assigned to a course are available to all students, based on prime school and/or division. Please contact the student support services area in your school or program with questions.