BA in Education Studies

Course Offerings

Fall 2018 Course Offering in the Department of Applied Statistics, Social Science, and Humanities

HSED-UE 1046 US Campus Politics and Student Protest in the 21st Century
Wed 2:00-4:30
Professor Robert Cohen
4 credits 
Explores why student protest has surged repeatedly on 21st century campuses and how American universities became lightning rods for criticism from both the Left and the Right. Topics include student movements against racial and gender discrimination, nativism student debt, exploitation of labor, the concentration of wealth, Euro-centric curriculum, and the rise graduate student labor unionization. Student struggles over academic freedom, corporatization, and academia’s globalization, the commercialization of intercollegiate athletics, academic boycotts, divestment, and campus governance will also be assessed. These campus conflicts will be set into historical perspective, probing their roots in earlier struggles over the nature, mission, uses, and failures of the 21st century university, illuminating the changes, continuities, progress, and setbacks in American higher education and its student movements. Right wing student activists and their off campus allies will also be studied, as will the fate of free speech on campus in the politically polarized world of 21st Century America.

HSED-UE 610 Education and the American Dream: Historical Perspectives 
Tues/Thurs 12:30-1:45
Professor Lauren Lefty
4 credits / Satisfies Society & Social Sciences
The course will examine historical perspectives on the relationship between public schooling and the promotion of democratic ideals. Students will explore some of the central goals and purposes of American public education over the past two centuries, and the historiographical debates about those goals and purposes. In the second half of the course, students will explore the relationship between schooling and civic education, and between schooling and specific communities, in order to ask whether the goals of schooling might promote or contradict the goals of particular groups who seek to benefit from public education, and ways in which education does not promote democratic ideals.

HSED-UE 1033 Global Culture Wars
Mon/Wed 12:30-1:45
Professor Mike Amezcua
4 credits / Satisfies Cultures and Contexts Requirement
This course will examine the origins, development, and meaning of cultural conflicts around the world. How have cultural issues divided human beings, within their own countries and across them? How have these issues changed during our contemporary era of globalization, with its rapid spread of people and ideas across borders? How have these developments created new global alliances as well as fractures? And, most of all, how can we find common ground across our profound cultural and national differences? Special topics may include abortion, same-sex marriage, sex education, pornography, and drug regulation.

HSED-UE 1070 The University from Ancient Athens to Corporate Ethos
Mon/Wed 9:30-10:45
Professor Catharine Stimpson
4 credits / Satisfies Texts and Ideas Requirement 
This course explores the nature and function of higher learning beginning with the Greeks and the ancient academy through the medieval rise of the universities and the expansion of the corporate culture of higher education. Students will be exposed to a vast array of classical works from the fields of philosophy, sociology, economics and the humanities. Student will apply the works of such thinkers as Plato, Kant, Veblen as well as others to ask critical questions about what has shaped their contemporary college experience.

INTE-UE 10 Introduction to Global Education
Tues/Thurs 9:30-10:45
Professor Carol Anne Spreen
4 credits / Satisfies Society and Social Sciences Requirement
This survey course offers an introduction to the field of global education. Education in the 21st century is undoubtedly a central area for international collaboration as well as contestation. In this survey course, we will examine key debates about the role of education in national and international society, examining the multiple stakeholders that work to improve education globally, and their diverse interpretations of that mandate. The course will introduce students to the history of mass education as a global phenomenon, and the comparative ways in which it is now studied. Students will examine both K-12 and higher education.

INTE-UE 1010 International Human Rights Activism/Education
Tues 2:00-4:30
Professor Christine Monaghan
4 credits
How do educators & activists spread messages about human rights? What might make them more likely to succeed? What are the ethical & political implications of using education as a tool for moral persuasion? Students will engage with these questions, as well as be introduced to the role of the United Nations, NGOs, & state governments in facilitating human rights education. Students will also engage critically with debates over whether the human rights system is an appropriate way to achieve justice in diverse contexts. Throughout the course, students will apply theory on human rights education & activism to real-life examples, as well as create their own advocacy campaign & lesson plan

INTE-UE 1013 Introduction to Peace and Conflict Studies
Mon/Wed 11:00-12:15
Professor Elisabeth King
4 credits
How can we explain the many violent conflicts around the world today? What is the lived experience of people in conflict-affected contexts? What can international and local actors do to build peace? These are just some of the many questions that undergraduate students will tackle in this introduction to peace and conflict studies. Students will become familiar with theoretical perspectives, real-world examples, and analytical skills to better understand, critically evaluate, and respond to contemporary issues related to peace and conflict.

PHED-UE 1017 Literature, Art, and the Path of Life
Tues/Thurs 11:00-12:15
Professor Rene Arcilla
3 credits
This course studies an experience that is at the heart of the original idea of education: the experience of living a life as if one were journeying along a path. With the aid of works of literature and the arts, we will examine various features of this experience and their philosophical implications.

SOED-UE 1015 Education as a Social Institution
Tues/Thurs 3:30-4:45
Professor Sean Drake
3 credits
Part of the common pedagogical core, this course provides an introduction to the social foundations of education. The structure of education in terms of the rights and responsibilities of teachings, administrators, community members and policy makers in relation to the rest of the society are explored from both legal and sociological credits of view. Comparisons with education and schooling in other countries are made. The study of particular school and professional issues includes diversity, student variability, bilingualism, and special education in terms of their effects on policy, practice, and student and teacher rights.

APSTA-UE 1085 Basic Statistics
Mon/Wed 3:30-4:45 (plus lab)
Professor Rossi Hassad
4 credits / Satisfies Quantitative Reasoning
Review of the essential mathematics for statistics. Collection & tabulation of data; the properties of frequency distributions; histograms & frequency polygons; measures of central tendency, dispersion & correlation; tests of hypothesis using the normal curve, the T distribution, the F distribution, & the chi-square distribution.

EDLED-UE 1005 Introduction to Educational Policy Analysis
Mon/Wed 4:55-6:10
Professor Diahann Billings-Burford
4 credits
Develop an understanding of the ways in which they may inquire about policy issues relevant in their academic and professional lives. By exploring in depth a substantial body of knowledge drawn from selected cases and current theoretical issues, students will study the development of policy, the instruments used to effect policy, and some analyses of implementation.
*For Ed Studies major core requirement - offered by the department of Administration, Leadership and Technology*

TCHL-UE 41 American Dilemmas: Race, Inequality, and the Unfulfilled Promise of Public Education
Mon/Wed 9:30-10:45
4 credits 
The course provides students with background on the historical and sociological foundation of education in the United States. It examines the role that education has played in advancing civil and human rights and it explores the ways in which education continues to be implicated in the maintenance of social inequality in American society. Through readings, lectures, films, and class debates, students will gain an understanding of some of the most complex and controversial issues confronting education today including: affirmative action, Bilingual Education, Special Education, the achievement gap, school choice, and vouchers, and the role of race and culture in student achievement.
*For Ed Studies major core requirement - offered by the department of Teaching and Learning*

Spring 2018 Course Offering in the Department of Applied Statistics, Social Science, and Humanities

HSED-UE 615 Revolt on Campus: US Student Protest in the 20th Century
Tues 12:30-3:00
Professor Robert Cohen
4 credits 
Explores how college campuses became centers of political protest & cultural change. Topics include socialist & feminist student activism in Progressive era; 1920s Black student revolts, campus cultural ferment; 1930s Old Left-led mass student movements: 1960s New Left, anti war, SNCC & Third World Student Activism, CIA infiltration; post-60s PC struggles, divestment movements, gay liberation, curricular change, unionization, conservative student activism from 1950s segregationists through Young Americans for Freedom in & beyond the 60s.


HSED-UE 1005  Introduction to Education: Historical Contemporary*
Mon/Wed 12:30-1:45
Professor James Fraser
4 credits / Satisfies Society & Social Sciences
This course introduces students to the central themes, issues, & controversies in American education. What is the purpose of “school”? How did schools begin, in the United States, & how have they evolved across time? How do children learn? How are they different from each other, & why & when should that matter? How should we teach them? & how should we structure schools & classrooms to promote learning?

HSED-UE 610 Education and the American Dream: Historical Perspectives 
Mon/Wed 2:00-3:15
Professor Noah Kippley-Ogman
4 credits / Satisfies Society & Social Sciences
The course will examine historical perspectives on the relationship between public schooling and the promotion of democratic ideals. Students will explore some of the central goals and purposes of American public education over the past two centuries, and the historiographical debates about those goals and purposes. In the second half of the course, students will explore the relationship between schooling and civic education, and between schooling and specific communities, in order to ask whether the goals of schooling might promote or contradict the goals of particular groups who seek to benefit from public education, and ways in which education does not promote democratic ideals.

INTE-UE 11 Globalization and Education
Tues/Thurs 11:00-12:40
Professor Jonathan Friedman
4 credits / Satisfies Society & Social Sciences
The course examines the conceptual & empirical work on the social, cultural, & economic aspects of globalization & their implications for education. We shall explore education in light of: 1) the increasing de-territorialization of cultural formations; 2) the emergence of global markets along with the post-nationalization of the production & distribution of goods & services -- with a concomitant premiss on knowledge -- intensive work; 3) new information & communication technologies which are reshaping the structure & meaning of work, belonging & community; 4) unprecedented population movements & worldwide immigration. We shall examine recent conceptual work, in globalization & its relationships to human experience with a focus on youth. 

INTE-UE 8013 Argentina: Foundations of Human Rights Education (with global component)
Mon 3:30-4:45
Professor Carol Anne Spreen
4 credits
Internationally, communities approach the idea of human rights (HR) though many histories, traditions, & values. This course studies those differences & returns to the foundational questions of contemporary HR, asking: “what do we owe one another & how do we express & share those values & obligations?” Through this course students shall: 1) become more familiar with the history of HR & associated educational projects, 2) gain familiarity with the theoretical foundations of the same, & 3) become adept in the use of both as tools in the service of wider international & domestic educational goals.

This section meets in Washington Square with a required spring break travel component to Buenos Aires, Argentina. An application is required. For more information, please visit: 
https://steinhardt.nyu.edu/global/programs//undergraduate/human_rights_buenosaires

SOED-UE 1015 Education as a Social Institution
Tues/Thurs 3:30-4:45 (plus recitation)
Professor Anindya Kundu
3 credits
Part of the common pedagogical core, this course provides an introduction to the social foundations of education. The structure of education in terms of the rights and responsibilities of teachings, administrators, community members and policy makers in relation to the rest of the society are explored from both legal and sociological credits of view. Comparisons with education and schooling in other countries are made. The study of particular school and professional issues includes diversity, student variability, bilingualism, and special education in terms of their effects on policy, practice, and student and teacher rights.

APSTA-UE 10 Statistical Mysteries and How to Solve Them 
Tues/Thurs 2:00-3:15 Lab meets on Tues 3:30-4:30
Professors Ravi Shroff and Yeshim Iqbal
4 credits / Satisfies Quantitative Reasoning 
An introductory quantitative & statistical reasoning course designed to help students acquire statistical literacy & competency to survive in a data-rich world. The course introduces students to basic concepts in probability, research design, descriptive statistics, & simple predictive models to help them to become more savvy consumers of the information they will routinely be exposed to in their personal, academic & professional lives. Course material will be conveyed through video clips, case studies, puzzle solving, predictive competitions, & group discussions.

APSTA-UE 21 Cracking the Code*
Tues/Thurs 11:00-12:15 
Professor Meryle Weinstein
4 credits / Satisfies Quantitative Reasoning 
Aimed at students who expect to read & interpret, rather than conduct, statistical analyses, this course is designed to help students become better & more critical consumers of quantitative evidence. Using research studies discussed in the popular media & focused on currently debated questions in education & social policy, the course covers key concepts in quantitative reasoning, basic statistics, & research design. Research readings will focus on topical issues regarding early childhood & K-12 education & other social policy issues that affect children.

APSTA-UE 1085 Basic Statistics
Mon/Wed 3:30-4:45 (plus lab)
Professor Rossi Hassad
4 credits / Satisfies Quantitative Reasoning
Review of the essential mathematics for statistics. Collection & tabulation of data; the properties of frequency distributions; histograms & frequency polygons; measures of central tendency, dispersion & correlation; tests of hypothesis using the normal curve, the T distribution, the F distribution, & the chi-square distribution.

TCHL-UE 30 Thinking Qualitatively
Thurs 11:00-1:30
Professor Audrey Trainor
4 credits
This course introduces students to the purposes, theories, & methods of a family of approaches to social science research variously called ethnographic, qualitative, case study, naturalistic, or interpretive. Throughout this course, we will draw on resources in anthropology & sociology to explore issues that are central to understanding the epistemology & methodology of interpretive inquiry. The purposes of this course are to: (a) examine the nature, purposes, theories, & methods of qualitative inquiry; (b) introduce several approaches to qualitative inquiry; & (c) learn how to assess the quality & trustworthiness of qualitative inquiry.

PHED-UE 10 Learning and the Meaning of Life*
Mon/Wed 11:00-12:15 (plus recitation)
Professor Rene Arcilla
4 credits / Satisfies Texts and Ideas
What is the most important thing to which I should be devoting my life? This course explores the existential concerns animating questions like this, ones that inspire our lifelong, liberal learning. It focuses on classic works in Western philosophy, literature, and film and examines them as texts of education. Class meetings will be devoted to a mix of lecture and discussion.

EDST-UE.1990 Senior Seminar
Mon 9:30-10:45
Professor Carol Anne Spreen
4 credits / Culminating core requirement
A culminating experience in which students produce an original thesis or project in their chosen area of specialization. Students will share work in progress with their peers and faculty advisers. *Education Studies Seniors Only*

 

  • Asterisk notes that these courses are reserved for Education Studies and Teaching and Learning students for the first two weeks, then it will open to all undergraduates.

 

Graduate-level Courses (suitable for advanced upperclassmen/women)
*Email jamie.remmers@nyu.edu to request permission, seats are limited.

 IINTE-UE 1028 Comparative Politics, Education, and Conflict
Tues 4:55-6:35
Professors Chrissie Monaghan and Amy Kapit
4 credits
Explores the politics of civil conflict, peacebuilding, & the role of education in promising violence or peace. Explores the role of external actors (international organizations, bilateral donors, non-governmental organizations), local actors (civil society associations, nationalist & ideological state factions), & their influence on education systems during war & emerging peace. Readings & discussion will focus on humanitarian action, human rights & development, nationalism & ethnic conflict, the political economy of post-conflict education, & the politics of promoting education in early reconstruction & peacebuilding. Case studies will include Afghanistan, Colombia, Sierra Leone, Pakistan, & West Bank/Gaza, but students will be encouraged to explore cases of their choosing.

    • Fall 2017
    • Spring 2017
    • Fall 2016