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36 courses found.
EDUCATION (L12)  (Dept. Info)Arts & Sciences  (Policies)FL2024

L12 Educ 102BFirst-Year Seminar: Improving Student Success Through Psychological Interventions3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----1:00P-2:20PTBAChristopher RozekTake Home1900
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 301CThe American School3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-R---8:30A-9:50ATBALyndsie SchultzPaper1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
02M------2:30P-5:20PTBAKelly HarrisProject1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
03-T-R---1:00P-2:20PTBA[TBA]Paper1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
04-T-R---4:00P-5:20PTBAApril Warren-GriceNo final1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 313BEducation, Childhood, Adolescence, and Society3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----1:00P-2:20PTBA[TBA]Paper/Project/TakeHome1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
02-T-R---10:00A-11:20ATBA[TBA]Take Home1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 314Sociolinguistics, Literacies, Schools, and Communities3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-----4:30P-7:20PTBAAngela Kelly, Jennifer RiesenmyPaper1200
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 4000Curriculum and Instruction for Secondary Teachers2.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01--W----4:00P-5:50PTBALisa GilbertProject1000
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 4052Educational 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. Students interested in Teacher Education must also complete Educ. 4053/6053 (1.0 credit), but concurrent enrollment is not required. For all other students, completion of Educ. 4053/6053 is not required. Undergraduate students must enroll in Educ. 4052, and graduate students must enroll in Educ. 6052
Attributes:A&S IQSSCArchSSCArtSSCBUBAENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 6052Frequency:Twice Each Year / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01---R---4:00P-6:50PTBALisa GilbertProject000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 4053Early 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 IQSSCArchSSCArtSSCENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 6053Frequency:None / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01----F--10:00A-11:00ASeigle / 148 Jessica BockskopfNo final000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 408Education 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 IQSSCArchSSCArtSSCBUBAENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 6008Frequency:Twice Each Year / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M------4:00P-6:50PTBAPam WashingtonProject000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 4289Neighborhoods, Schools and Social Inequality3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----11:30A-12:50PTBA[TBA]Paper000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 4310Sociology of Higher Education3.0 Units
Description:What we call "higher education" in the United States is a complex web of institutions - nearly 3,000 4-year colleges, 1,500 2-year colleges, and still more postsecondary institutions that grant a variety of credentials. It is a system through which tens of millions of students pass each year; over the last few decades, the importance of earning a postsecondary credential has increased markedly. As such, higher education is deserving of rigorous scrutiny and careful interrogation. But in studying "higher education," we are in fact attending to a multitude of things - among other things, varied institutional types with different resources and different imperatives, experiences of accessing and navigating higher education that are widely divergent along axes of inequality, and institutional processes that play out on campus but have resonance beyond the university gates. In this course, which will be conducted as a discussion-based seminar, we will engage with texts examining the enterprise of higher education from varied vantage points, but always through a sociological lens. We'll discuss why and how higher education came to be so important and loom so large in contemporary life, the stark differences between different sectors of the higher education landscape, and how stratification occurs between and within institutions. We'll talk at length about how higher education is a microcosm of many of the inequalities we see in the broader society, looking at issues of race, class, gender, and politics on campus. By taking a sociological lens to studying higher education, we'll learn a language and facility for rooting discussion of issues in higher education in theoretical grounding and empirical evidence. In so doing, students will develop the capacity to more critically assess research and public discourses on higher education, as well as their own work and experiences in the sector. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment Note: Undergraduate students must enroll in Educ. 4310, and graduate students must enroll in Educ. 5310.
Attributes:A&S IQSC, SSCENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 5310  L40 4310  L40 5311  L98 4310Frequency:Every 1 or 2 Years / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01---R---2:30P-5:20PTBANadirah Farah FoleyPaper800
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 4511Race, 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: 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 IQSD, SSCArchSSCArtSSCBUBAENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 5511  L18 4511  L98 452Frequency:Every 1 or 2 Years / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01--W----2:30P-5:20PTBARowhea ElmeskyPaper000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 453BSociology of Education3.0 Units
Description:There are few institutions that nearly all Americans pass through, and schools are one of them; around fifty million students are enrolled in preK-12 schooling in the United States. As such, schools are an institution deserving of rigorous scrutiny and careful interrogation. But in studying K- 12 schools, we are in fact attending to a multitude of things - competing visions of and purposes for schools, and disparate experiences of accessing and navigating education that are widely divergent along axes of inequality. In this course, which will be conducted as a discussion-based seminar, we will engage with texts examining the enterprise of education from varied vantage points, but always through a sociological lens. We'll discuss the varied purposes theorists and practitioners envision for schools, and the extent to which schools live up to those ideals. We'll talk at length about how schools are a microcosm of many of the inequalities we see in the broader society, looking at issues of race, class, gender, and place. By taking a sociological lens to studying education, we'll learn a language and facility for rooting discussion of issues in education in theoretical grounding and empirical evidence. In so doing, students will develop the capacity to more critically assess scholarly research and public discourses on education, as well as their own experiences. 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. 453B and graduate students must enroll in Educ. 5530
Attributes:A&S IQSC, SD, SSCArchSSCArtSSCBUBA, ETHENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 5530  L18 453  L40 4750  L66 453B  L98 453Frequency:Every Semester / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01--W----2:30P-5:20PTBANadirah Farah FoleyPaper000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 459FPhilosophies of Education3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----1:00P-2:20PTBALisa GilbertProject000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 461BConstruction and Experience of Black Adolescence3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01--W----3:00P-5:50PSeigle / L004 Nichols LodatoPaper/Project/TakeHome1500
Desc:For AFAS Majors, this course counts as Area Requirement 2.
Actions:Books

L12 Educ 462Politics of Education3.0 Units
Description:In this course, politics is interpreted broadly to include both formal policy-making processes and any situation in which people have to solve a problem or come to a decision. The purpose of this course is to explore the following processes: (1) how ideologies and power dynamics influence educational policies and decisions; (2) how educational policies and decisions translate into specific school programs and practices; (3) how specific programs and practices influence pedagogies, especially in the relationships among students, teachers, and knowledge pedagogies; (4) how these pedagogies impact student opportunities and outcomes; and (5) how student outcomes and opportunities reinforce ideologies and power dynamics. This course considers politics across time, space, and individuals, noting how historical, geographical, cultural, social, psychological, political, and economic contexts can shape the politics of education. In addition, 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 toward the common good. 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 (i.e., "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. Undergradutes must enroll in Educ. 462, while graduate students must enroll in Educ. 5620.
Attributes:A&S IQSC, SD, SSCArchSSCArtSSCENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 5620  L18 462  L40 4621  L98 462Frequency:Every 1 or 2 Years / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01-T-----2:30P-5:20PTBABronwyn Nichols LodatoPaper000
Desc:Waits managed by department
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits managed by dept.

L12 Educ 4700History Education In & Beyond the Classroom3.0 Units
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M-W----10:00A-11:20ATBALisa GilbertProject800
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.

L12 Educ 4831The Teaching-Learning Process in Elementary School3.0 Units
Description:This course focuses on four broad areas: (1) self-awareness and human relations; (2) instructional and behavioral management strategies; (3) the development of curriculum and the analysis of instruction; and (4) social, political, and legal issues affecting the classroom. Topics include teacher-pupil relationships, assessment of pupil progress, curriculum development, instructional technology, and school organization. Course discussion and study further develop knowledge in a variety of areas that are experienced during student teaching, such as the refinement of pedagogy strategies and skills; the Missouri Educator Evaluation System (MEES) for certification; understanding diverse cultural perspectives of English language learners 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. Corequisites: Educ 470 and Educ 4911. Enrollment note: Undergraduate students must enroll in Educ. 4831, while graduate students must enroll in Educ. 6831.
Attributes:A&S IQSSC, WIENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 6831Frequency:Annually / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01---R---5:00P-7:50PSeigle / 148 Nancy HollingsworthNo final1000
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits Not Allowed

L12 Educ 4843Field Experience Seminar3.0 Units
Description:This course guides students through a field experience in a middle or secondary public school. Fifty hours of observation are required for each student; these hours involve observing and documenting classroom environment characteristics, professional teacher behaviors, and student behaviors; working with students individually and/or in small groups; preparing and teaching a lesson; and learning classroom technologies such as SMART Board and digital video recording and editing. Course topics, observation, and discussion include understanding diverse cultural perspectives of English language learners 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; and understanding the importance of communication, professional relationships, and collaboration with teachers, administrators, families, and the community as well as the nature of professional, ethical, and legal behavior and the need to adhere to district policies and school procedures. Prerequisite: Admission to the teacher education program. Corequisites: Educ. 4000/6000 + 400A/6001, 400D/600D, 400E/600E, 400L/600L, 400M/6006, 400S/600S, or 40SS/60SS unless approved by the Director of Teacher Education. Undergraduate students must enroll in Educ. 4843, while graduate students must enroll in Educ. 6843
Attributes:A&S IQSSCENS
Instruction Type:Classroom instruction Grade Options:CPA Fees:
Course Type:HomeSame As:L12 6843Frequency:None / History
SecDays       TimeBuilding / RoomInstructorFinal ExamSeatsEnrollWaits
01M------1:00P-4:00PSeigle / 148 Jessica BockskopfNo final1000
Actions:BooksSyllabus
Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use.
Waits Not Allowed
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.