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Harvard Graduate School of Education
Course Catalog Preview
Table of Contents
Education................................................................................................................................................................................. 2
Subject: Education...............................................................................................................................................................
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Education
Subject: Education
Education A011B Section: 01
Collaborative and Participatory Evaluation (180028)
Candice Bocala
2021 Fall (2 Credits) Schedule: R 0130 PM - 0415 PM
Instructor Permissions: None Enrollment Cap: 60
Lottery-Based Enrollment Community members and stakeholders, or those who are directly involved in
delivering or receiving the program's services, are often left out of the program evaluation process. This
course explores how involving many participants in program evaluation can create a learning community
focused on evaluation and improvement. This course is designed to introduce students to common
approaches to formative evaluation that require high levels of stakeholder participation, such as theory-
based, collaborative or participatory, and developmental evaluation. It is meant for students who will be
working or leading in educational settings where they will be asked to collect and use information to build
organizational capacity and affect change, as well as for students interested in an introduction to the
practice of evaluation. Students will acquire a practical set of skills, such as understanding and
diagramming logic models, communicating with key stakeholders, and generating relevant evaluation
questions. Students will practice these skills in an authentic setting by working closely with a real
organization and practitioners to document their program theories and develop a complete program
evaluation proposal. Students will also discuss and reflect upon how groups or organizations build
capacity to engage participants in their own evaluation and improvement planning.
Additional Course Attributes:
Attribute Value(s) HGSE: Competencies develop a theory of action HGSE: Content process improvement HGSE: Content formative evaluation HGSE: Content program evaluation HGSE: Pedagogy reflective writing HGSE: Competencies think strategically HGSE: Pedagogy field-based project HGSE: Pedagogy project-based learning HGSE: Competencies practice equity and inclusion HGSE: Competencies conduct an interview HGSE: Limited Enrollment HGSE IN PERSON COURSES HGSE: Competencies build partnership HGSE: Competencies develop research questions HGSE: Pedagogy peer learning All: Cross Reg Availability Available for Harvard Cross Registration
Education A011D Section: 01
Real Talk: The Art and Practice of Brave Communication (203880)
Timothy McCarthy
2022 Spring (2 Credits) Schedule: M 0430 PM - 0600 PM
or another. What tools do effective coaches use to build others' self-awareness, focus, confidence and
competence? What are the particular challenges and opportunities in coaching individuals (rather than
groups or teams)? How does coaching compare to teaching, mentoring, counseling? Through class
discussion, readings, case studies and intensive applied practice, this module offers an understanding of
the essentials of coaching, and builds skills useful across contexts.
Additional Course Attributes:
Attribute Value(s) HGSE: Content social development HGSE: Limited Enrollment XREG Allowed HGSE: Pedagogy peer learning HGSE: Pedagogy reflective writing HGSE: Competencies develop a theory of action HGSE: Competencies engage in difficult conversations HGSE: Content coaching All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Content metacognition HGSE: Content identity HGSE: Content decision-making HGSE: Content values HGSE: Content emotional development HGSE: Content adult development HGSE: Pedagogy experiential learning HGSE: Competencies build partnership HGSE: Content leadership HGSE: Pedagogy case-method learning HGSE: Pedagogy guest speaker(s) HGSE: Competencies identify one's leadership strengths & limitations HGSE: Content relationships HGSE: Content motivation HGSE: Limited Enrollment HGSE IN PERSON COURSES HGSE: Competencies collaborate HGSE: Competencies conduct an interview HGSE: Content career development HGSE: Content partnerships HGSE: Pedagogy simulation/role play HGSE: Pedagogy small-group discussion
Education A011S Section: 01
Getting to Pilot-Ready (in Six Weeks) (216774)
Susan McCabe
2022 Spring (2 Credits) Schedule: T 0300 PM - 0500 PM
Instructor Permissions: None Enrollment Cap: n/a
In this 6-week module, students will be introduced to a streamlined approach to organizing successful Pilot Programs that can spearhead innovation, an approach heavily influenced by principles and theories espoused in Lean Startup, Design Thinking, and the Diffusion of Innovation. The processes supporting validation, iteration, and speed-to-market are essential to be able to gather meaningful data, fine-tune product design, optimize go-to-market strategies, attract early adopters/influencers, and work towards sustainable, scalable change. This course gives students a playbook for planning a successful Pilot Program in formal and informal learning environments. The Pilot approach that we will be using is geared for transmedia, cross – media,
and edtech products, curricula or programs. Students will have an opportunity to role-play pilot scenarios, test data collection methods, strategize pilot customer support, 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 review communication strategies that help set expectations with pilot participants, facilitate monitoring of pilot experiences, capture stories/testimonials, collect data/insights on product impact, convert a pilot to a sale, and ultimately ensure satisfactory results for all involved. At the conclusion of this course, students will be ready to launch a well-orchestrated Pilot Program.
Class Notes: Competency: strategic planning, data strategy, data collection,
analytics, craft/deliver instructions, survey design, interviewing,
communications strategy, writing, professional learning, relationship
management, entrepreneurship
Content: strategic planning, communications planning, pedagogy,
theory of action, pilot design, formative evaluation, summative
evaluation, UX, heuristics, ethnography, UDL, diversity, equity and
inclusion, data collection techniques, qualitative data, quantitative
data, tools, technology, the learning from failure, Design Thinking,
Lean Startup, Diffusion of Innovation theory, Backwards Design
Pedagogy: synchronous lectures, guest speakers/case studies, 2-
person and small-group breakouts on Zoom, interactive media-
supported activities, collaborative learning, project-based learning,
synchronous/asynchronous online discussions, design thinking,
reflective writing
Additional Course Attributes:
Attribute Value(s) HGSE: Content formative evaluation HGSE: Pedagogy reflective writing HGSE: Content pedagogy HGSE: Pedagogy design thinking HGSE: Content strategic planning HGSE: Content technology HGSE: Competencies deliver instruction HGSE: Content diversity equity inclusion HGSE: Pedagogy project-based learning All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Content entrepreneurship HGSE: Content ethnography
Education A019 Section: 01
Education Sector Nonprofits (180037)
James Honan
2021 Fall (4 Credits) Schedule: T 0130 PM - 0415 PM
Instructor Permissions: Instructor Enrollment Cap: 40
This course examines the growth of education sector nonprofits, focusing specifically on how these
organizations are governed, managed, and financed. Through the use of case studies, pertinent research
and scholarship, visiting practitioners, and emerging institutional examples, students will have an
opportunity to explore the work of a wide range of education sector nonprofits and their overall
HGSE: Competencies read financial statements HGSE: Content scaling All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Competencies think strategically HGSE: Content strategic planning
Education A027 Section: 01
Strategic Finance for Nonprofit Leaders (180043)
James Honan
2022 Spring (4 Credits) Schedule: MW 0900 AM - 1015 AM
Instructor Permissions: None Enrollment Cap: n/a
This course provides a general introduction to and overview of the financial management practices and
problems of nonprofit organizations. Specific topics will include financial accounting, budgeting/
resource allocation, cost containment and retrenchment, and strategy development/strategic
planning. Course activities will include lectures, discussions, case analyses, exercises, and outside
readings. Grades will be based on written case analyses, class participation, and a final examination.
Additional Course Attributes:
Attribute Value(s) HGSE: Content nonprofits HGSE: Content financial management HGSE: Competencies think strategically HGSE: Pedagogy guest speaker(s) All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Competencies prepare budgets HGSE: Content leadership HGSE: Pedagogy case-method learning HGSE: Content scaling HGSE: Content strategic planning HGSE: Content organizations HGSE: Competencies read financial statements
Education A029 Section: 01
An Introduction to Education Finance and Budgeting (180045)
Jon Fullerton
2022 Spring (4 Credits) Schedule: M 0800 AM - 1015 AM
Instructor Permissions: Instructor^ Enrollment Cap:^30
Lottery-based Enrollment This 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 reflection of one's actual, as opposed to theoretical, policy priorities. Specific topics
covered will include revenue generation options, equity and adequacy frameworks for evaluating school
finance systems, school and district budget processes and the politics of budgeting, cost drivers, activity-
based costing and cost-benefit analysis, and performance management. This is a hands-on course;
students will be expected to access and analyze publicly available data sets using Microsoft Excel and to
create compelling presentations aimed at policymakers from the results. At the end of the course, students
should have an understanding of the American school finance framework, be able to analyze school and
district budgets with a critical eye, and be able to think fluently about the financial implications of policies
or proposals.
Students are expected to attend one 135-minute class meeting a week and a 75 minute section.
Additional Course Attributes:
Attribute Value(s) HGSE: Competencies make a presentation HGSE: Competencies read financial statements HGSE: Pedagogy problem sets All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Competencies analyze quantitative data HGSE: Content policy HGSE: Limited Enrollment HGSE IN PERSON COURSES HGSE: Pedagogy lecture HGSE: Competencies prepare budgets HGSE: Competencies write a policy memo HGSE: Content budgeting HGSE: Limited Enrollment XREG Allowed HGSE: Pedagogy peer learning HGSE: Content financial management HGSE: Pedagogy project-based learning
Education A029 Section: 02
An Introduction to Education Finance and Budgeting (180045)
Jon Fullerton
2022 Spring (4 Credits) Schedule: M 0430 PM - 0645 PM
Instructor Permissions: Instructor^ Enrollment Cap:^30
Lottery-based Enrollment This 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 reflection of one's actual, as opposed to theoretical, policy priorities. Specific topics
covered will include revenue generation options, equity and adequacy frameworks for evaluating school
finance systems, school and district budget processes and the politics of budgeting, cost drivers, activity-
based costing and cost-benefit analysis, and performance management. This is a hands-on course;
students will be expected to access and analyze publicly available data sets using Microsoft Excel and to
create compelling presentations aimed at policymakers from the results. At the end of the course, students
should have an understanding of the American school finance framework, be able to analyze school and
district budgets with a critical eye, and be able to think fluently about the financial implications of policies
or proposals.
Students are expected to attend one 135-minute class meeting a week and a 75 minute section.
Additional Course Attributes:
Attribute Value(s) HGSE: Competencies make a presentation HGSE: Content policy HGSE: Limited Enrollment HGSE Online Only HGSE: Pedagogy peer learning HGSE: Competencies read financial statements HGSE: Content financial management HGSE: Competencies prepare budgets HGSE: Competencies analyze quantitative data
perspectives on the choices and constraints they confront in their nation building efforts. Grades will be
based on: issues briefs, 20%; and a take-home final exam, 80%.
Non-HGSE students from all schools and departments in the university are welcome. Harvard College
students are not able to cross-register per FAS policy. Jointly offered at the Harvard Kennedy School (HKS)
as DEV-501M.
Class Notes: Add/Drop/Grade Option Deadline: January 11th 9:30am
Additional Course Attributes:
Attribute Value(s) HGSE: Content economic development HGSE: Pedagogy socratic discussion HGSE: Competencies analyze arguments HGSE: Content culture HGSE: Pedagogy simulation/role play HGSE: Competencies analyze qualitative data HGSE: Content social justice All: Cross Reg Availability Not Available for Cross Registration HGSE: Content policy HGSE: Content race/ethnicity HGSE: Pedagogy case-method learning
Education A102 Section: 01
Native Americans in the 21st Century: Nation-Building II (180056)
Eric Henson
2022 Spring (4 Credits) Schedule: F 1030 AM - 1230 PM
Instructor Permissions: Instructor Enrollment Cap: 16
This community based research course focuses on some of the major issues Native American Indian tribes and
nations face in the 21st century. It provides in-depth, hands-on exposure to native development issues,
including: sovereignty, economic development, constitutional reform, leadership, health and social welfare, tribal
finances, land and water rights, culture and language, religious freedom, and education. In particular, the course
emphasizes problem definition, client relationships, and designing and completing a research project for a tribe,
tribal department, or those active in Indian Country. The course is devoted primarily to preparation and
presentation of a comprehensive research paper based on work with a tribal community. In addition to faculty
presentations on topics such as field research methods and problem definition, students will make presentations
on their work in progress and ultimate findings.
Permission of instructor required.
Additional Course Attributes:
Attribute Value(s) HGSE: Pedagogy field-based project HGSE: Competencies write a research/analytic paper HGSE: Content ethnic studies All: Cross Reg Availability Available for Harvard Cross Registration
Education A108 Section: 01
Strategies and Policies for Educational Excellence with Equity (180062)
Ronald Ferguson
2022 Spring (4 Credits) Schedule: TR 1200 PM - 0115 PM
Instructor Permissions: None Enrollment Cap: n/a
This course develops a "big picture" understanding of how policymakers, philanthropists, and civic entities
can work in concert with schools, families, and out-of-school-time organizations in pursuit of excellence
with equity for children and youth. The value orientation of the course is toward high-quality developmental
outcomes for youth of all racial, ethnic, and social class backgrounds, with "group-proportional equality"
(race fades as a predictor) and widespread excellence. With an emphasis on students of color and youth
from less advantaged families, the course explores several policy and strategic responses to achievement
disparity: identify and work to remove key structural barriers to educational equity; promote a civic ethos of
collective responsibility for excellence with equity goals; design more effective policies and practices to
improve the quality of teaching; provide consistently high-quality out-of-school-time learning opportunities;
support families with ideas and practices for parenting children more effectively; engage youth to reshape
their culture of achievement to align with their most positive values; mobilize the business community to
support youth, including integrated work and learning; and help build and promote a national social and
political movement for excellence with equity. The course concerns theories, evidence, designs, methods,
and mechanisms associated with these major prescriptions for raising achievement and closing gaps.
Students who have taken H-204 should not take this course. Jointly offered at the Harvard Kennedy School
(HKS) as SUP-470.
Additional Course Attributes:
Attribute Value(s) HGSE: Content out-of-school time HGSE: Content relationships HGSE: Content child development HGSE: Content student achievement HGSE: Content race/ethnicity HGSE: Pedagogy lecture HGSE: Pedagogy socratic discussion HGSE: Pedagogy project-based learning HGSE: Competencies develop a theory of action HGSE: Content risk prevention/intervention HGSE: Content diversity equity inclusion HGSE: Content parenting HGSE: Content civic engagement HGSE: Content social justice HGSE: Content motivation HGSE: Content social development HGSE: Pedagogy research project HGSE: Pedagogy small-group discussion HGSE: Pedagogy guest speaker(s) HGSE: Pedagogy team-based learning HGSE: Competencies write a research/analytic paper HGSE: Competencies engage in difficult conversations HGSE: Competencies analyze qualitative data HGSE: Content teachers HGSE: Content adolescent development HGSE: Content identity HGSE: Content families All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Competencies write a policy memo HGSE: Competencies analyze quantitative data HGSE: Content social contexts HGSE: Content history HGSE: Content culture HGSE: Content leadership HGSE: Pedagogy reflective writing
Education A111J Section: 01
Critical Issues in Special Education Policy and Practice (180071)
Laura Schifter
2022 Spring (2 Credits) Schedule: MTWR 1000 AM - 0300 PM
Instructor Permissions: None Enrollment Cap: n/a
More than 6 million students in public schools are identified as students with disabilities eligible for special
education services under the Individuals with Disabilities Education Act (IDEA). Funded at $12 billion
annually, IDEA is the second largest federal program in K-12 schools, and the law that many educators
interact with on a daily basis. The goal of this course is to develop a comprehensive understanding of
education policy related to students with disabilities and how those policies impact students' experiences
in school. To do this, we will examine policies in IDEA and the Every Student Succeeds Act (ESSA). In
particular, we will explore identification, placement, and performance of students with disabilities in school.
We will learn about policy and implementation problems including disproportionate representation of
students of color in special education. We will also explore potential solutions including multi-tiered
systems of support and universal design for learning. The course will draw connections among these
issues to promote a comprehensive understanding of education policy pertaining to students with
disabilities and its implementation. Students will read relevant statute, regulations, research and
commentary; write reflection posts; research a particular topic in depth; and actively engage in course
activities and assignments.
Class Notes: Add/Drop/Grade Option Deadline: January 4th 9:30am
Additional Course Attributes:
Attribute Value(s) HGSE: Content universal design for learning HGSE: Pedagogy peer learning HGSE: Content social justice HGSE: Content diversity equity inclusion All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Content disability/ableism HGSE: Content learning differences HGSE: Content policy HGSE: Pedagogy research project HGSE: Pedagogy small-group discussion HGSE: Competencies interpret laws HGSE: Content advocacy HGSE: Pedagogy simulation/role play HGSE: Pedagogy lecture HGSE: Competencies understand data HGSE: Content history HGSE: Content families HGSE: Competencies practice equity and inclusion HGSE: Content law HGSE: Content race/ethnicity
Education A118A Section: 01
Religious Literacy in K-12 Public Education: Comparative Global Perspectives (218605)
Brandon Edwards
2022 Spring (2 Credits) Schedule: M 0300 PM - 0545 PM
Instructor Permissions: None Enrollment Cap: 30
Religious, spiritual, and areligious affiliations form a key aspect of individuals' identities across the globe.
The 2012 Global Religious Landscape Survey conducted by Pew Research found that a staggering 84% (5.
billion people) of the world's population is religiously affiliated. Despite the prominence of religion as a key
identity marker, how and whether to educate public school children about this topic remains a contentious
issue across the world. This seminar-style, discussion-based module aims to situate students within the
debate by considering four nations' approaches to teaching religion in K-12 schools. Specifically, students
will engage substantively with case study materials (including primary and secondary texts and artifacts)
derived from the United States, France, Afghanistan, and Ghana. To evaluate these examples, students will
be introduced to the concepts of non-sectarian religious literacy, cultural violence, and several ways of
teaching religion in schools, including the cultural studies model. Using these are our guide, we will
consider the following questions: What constitutes religious literacy? What is cultural violence? What are
sources of it and how might it interrupt inclusive religious literacy? What are the best practices to educate
children toward mutual understanding, respect, and tolerance across religious beliefs and traditions?
Ultimately, through their final capstone project and paper, students will be asked to consider the normative
question: should religion be taught in government-funded schools and if so, what form should it take — and
if not, why not?
Additional Course Attributes:
Attribute Value(s) HGSE: Content values HGSE: Competencies write a research/analytic paper HGSE: Pedagogy case-method learning HGSE: Pedagogy small-group discussion HGSE: Competencies analyze arguments HGSE: Content school systems All: Cross Reg Availability Available for Harvard Cross Registration
Education A122 Section: 01
The Why, What, and How of School, Family, and Community Partnerships (180090)
Karen Mapp
2022 Spring (4 Credits) Schedule: T 0730 PM - 0930 PM
W 1100 AM - 0100 PM
Instructor Permissions: None^ Enrollment Cap: n/a
This course examines the role of school, family, and community partnerships as a
component of whole-school educational reform. Why is partnership now considered an
important element of whole-school reform? What is the definition of partnership? How
are effective partnerships among school staff, parents, and community members
developed and sustained? As a learning community, we will interrogate our own beliefs
about the role of families and community members in school reform, analyze the research
on the impact of home-school and community-school partnerships on student learning,
and explore the various theoretical frameworks about these partnerships. We will also
investigate "promising practice" strategies being implemented by schools and districts to
cultivate and sustain school, family, and community connections that support children's
learning. Through case studies, lectures, readings, guest panel presentations, site visits,
and class discussions we will probe the benefits and challenges of these partnerships.
Permission of instructor required, enrollment is limited to 25. Enrollment procedure will be posted to
course website.
Additional Course Attributes:
Attribute Value(s) HGSE: Content teacher preparation HGSE: Pedagogy lecture HGSE: Content learning and teaching HGSE: Content teachers HGSE: Pedagogy simulation/role play HGSE: Competencies analyze arguments HGSE: Content policy HGSE: Content evaluation HGSE: Pedagogy small-group discussion All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Competencies write a policy memo
Education A130 Section: 01
Building Nimble and Democratic Minds: From Practice to Theory and Back to Practice (218775)
Luz Santana
2021 Fall (4 Credits) Schedule: R 0600 PM - 0845 PM
Instructor Permissions: Instructor Enrollment Cap: 30
Lottery-Based Enrollment We face a national and international crisis of rigid thinking and democratic
backsliding. There are no short-term easy fixes, yet schools, direct service agencies, and community
organizations - all operating on a micro level of our democracy - can play a key role in addressing the
problem. This course explores existing, yet often overlooked opportunities for building nimble and
democratic minds that make it possible for students and adults to deal more easily with complexity, probe
deeply, challenge their own thinking and apply a core set of democratic criteria to decision-making in the
public arena. Informed by insights from people in low-income communities all around the country, frontline
workers in direct service programs, and educators in the classroom, the course introduces the voices of
people rarely heard in the discourse about how to improve education and democracy. Sessions will include
active, experiential learning, small and large group discussions, videos, conversations with guest
presenters and regular frequent reflection on key lessons. In addition to a wide range of readings, students
will review and analyze primary sources from many communities that are contributing to a new "question
formulation theory of learning and democratic action" that has developed organically over thirty years of
work. Students will develop new expertise in the skill of question formulation as a learning, problem-
solving, and advocacy skill, and will learn to use democratic principles to ensure more accountable
decision-making on all levels of a democracy. Student projects will include identifying institutional
obstacles to building nimble and democratic minds; analysis of opportunities for applying lessons from the
course to advance justice and equity and strengthen democracy on a micro level, and the creation of model
projects fostering the use of the core principles of nimble and democratic thinking.
Additional Course Attributes:
Attribute Value(s) HGSE: Limited Enrollment HGSE IN PERSON COURSES All: Cross Reg Availability Available for Harvard Cross Registration
Education A130A Section: 01
Talking Politics in a Polarized Nation: Research and Theory for Better Discourse (218784)
Eric Torres
2021 Fall (2 Credits) Schedule: F 0900 AM - 1145 AM
Instructor Permissions: None Enrollment Cap: 30
We are living in a time of polarization, partisanship, and civic fracture. As misinformation spreads online,
intergroup hostility rises to historic levels, and complex political problems from immigration reform to
climate change call for collective solutions, the need for civic discourse in the United States has never been
greater. But — as anyone who has tried to talk politics on Facebook or at the dinner table knows —
discussions of socially and politically charged issues often don't go well. In this 6-week seminar, we will
draw on research and theory from social psychology, political science, and philosophy in order to identify
concrete practices that can help us become more competent, caring, and reflective agents of political
discourse. Each week, students will interrogate a new dimension of political discourse and consider how
features of these dimensions can inform our engagement. We will consider how partisan identity affects
our perceptions of members of opposing blocs, discuss boundary setting and tolerance for ideas and
behaviors we disagree with, and investigate how the structure of various discursive environments (such as
social media platforms and the classroom) incentivize different behaviors and attitudes. Students will apply
their understandings by engaging in and reflecting upon discourse in authentic settings and designing an
intervention targeted at a context of their choosing.
Students will also be required to attend an hour-long section meeting that will be scheduled after
enrollment and with the class.
Additional Course Attributes:
Attribute Value(s) HGSE: Pedagogy socratic discussion HGSE: Content metacognition HGSE: Competencies engage in difficult conversations HGSE: Content philosophy All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Content civic engagement HGSE: Pedagogy readings HGSE: Competencies debate HGSE: Competencies analyze arguments HGSE: Content politics HGSE: Competencies design an intervention
Education A130M Section: 01
Groups and Culture: Promoting Social Change for Children and Families (219749)
2022 Spring (2 Credits) Schedule: M 0430 PM - 0715 PM
Instructor Permissions: None Enrollment Cap: n/a
(New Module.) Social change that benefits children and families depends upon nurturing group dynamics
and healthy relationships. This course is designed to help students understand the dynamic nature of
groups and culture, the key skills that generate cohesion and cooperation, and practices that help
individuals come together as a group and function as a single entity to foster change for the good of
children and families. Understanding factors in a healthy culture, group dynamics, common roles, group
facilitation skills, and how to foster positive group relationships will be our focus. Drawing on examples of
successful organizations, movements, and small-group experiences, students will learn approaches to
supporting positive group functioning with the goal of improving the lives of the children and families we
HGSE: Content innovation HGSE: Pedagogy design thinking HGSE: Competencies read financial statements HGSE: Competencies think strategically HGSE: Content process improvement HGSE: Competencies make a presentation HGSE: Competencies develop a theory of action HGSE: Content teams HGSE: Pedagogy multimedia projects HGSE: Pedagogy experiential learning HGSE: Content nonprofits HGSE: Content budgeting HGSE: Competencies collaborate HGSE: Competencies prepare budgets HGSE: Pedagogy small-group discussion All: Cross Reg Availability Available for Harvard Cross Registration HGSE: Content leadership HGSE: Pedagogy project-based learning
Education A135 Section: 01
Education Entrepreneurship (180102)
James Honan
2022 Spring (4 Credits) Schedule: F 0900 AM - 1145 AM
Instructor Permissions: Instructor^ Enrollment Cap:^35
Lottery-Based Enrollment This course prepares students for careers and leadership roles in social
innovation and education entrepreneurship. Our focus is on the strategic challenges facing education
entrepreneurs and practical approaches to addressing those challenges. Topics include strategy
development in start-up organizations, accessing and managing financial resources, scaling and growth,
and measuring outcomes and impact. Students will learn through case discussion and engagement with
leading education entrepreneurs and funders. By design, the course allows students to draw upon and
integrate their learning from other related courses and participation in innovation and entrepreneurship
activities at the Graduate School of Education, within Harvard more broadly, and beyond.
Additional Course Attributes:
Attribute Value(s) HGSE: Pedagogy guest speaker(s) HGSE: Limited Enrollment HGSE IN PERSON COURSES HGSE: Competencies develop a business proposal or plan HGSE: Content nonprofits HGSE: Content budgeting HGSE: Content leadership HGSE: Pedagogy case-method learning HGSE: Pedagogy design thinking HGSE: Competencies think strategically HGSE: Content fundraising HGSE: Limited Enrollment XREG Allowed HGSE: Content strategic planning HGSE: Content entrepreneurship HGSE: Content financial management HGSE: Content technology HGSE: Content innovation All: Cross Reg Availability Available for Harvard Cross Registration
Education A143 Section: 01
Public Narrative (216517)
Marshall Ganz
2021 Fall (4 Credits) Schedule: TR 1200 PM - 0115 PM
Instructor Permissions: Instructor Enrollment Cap: n/a
Questions of what I am called to do, what is my community called to do, and what we are called to do now
are at least as old as the three questions posed by the first century Jerusalem sage, Rabbi Hillel:
- If I am not for myself, who will be for me?
- When I am for myself alone, what am I?
- if not now, when?
This course offers students an opportunity to develop their capacity to lead by asking themselves these
questions at a time in their lives when it really matters... and learning how to ask them of others. Public
narrative is a leadership practice. To lead is to accept responsibility for enabling others to achieve shared
purpose in the face of uncertainty. Through narrative we can learn to access the moral – or emotional -
resources to respond to the challenges of an uncertain world – as individuals, as communities and as
nations. Responding to urgent challenges mindfully – with agency - requires courage rooted in our ability
to draw on hope over fear; empathy over alienation; and self-worth over self-doubt. Public narrative is the
art of translating values into the emotional resources for action. It is a discursive process through which
individuals, communities, and nations learn to make choices, construct identity, and inspire action.
Because it engages the "head" and the "heart," narrative can instruct and inspire - teaching us not only
why we should act, but moving us to act. We can use public narrative to link our own calling to that of our
community to a call to action. Leaders can use public narrative to interpret their values to others, enable
one's community to experience values it shares, and enable others to respond effectively to challenges to
those values. It is learning how to tell a story of self, a story of us, and a story of now. Although the focus of
the course is on the links among all three elements, the half of the course focuses more on the relationship
of the self to the us, while the second half focuses more on the relationship of the us to the now. In recent
years, scholars have studied narrative in diverse disciplines including psychology, sociology,
anthropology, political science, philosophy, legal studies, cultural studies, and theology. Professions
engaged in narrative practice include the military, the ministry, law, politics, business, and the arts. In this
course we link narrative analysis across the disciplines, narrative practice across the professions, and
narrative discourse across cultures with the narrative we practice every day. Our pedagogy is one of
reflective practice. We explain public narrative, model public narrative; students practice their public
narrative, and debrief one another with peer coaching. Students are evaluated on their practical and
analytic understanding of narrative practice. This is not a course in public speaking, in messaging, image
making or spin. It is a class in the craft of translating authentic values into action. It is about learning a
process, not writing a script. As Jayanti Ravi, MPA/MC 07, put it, "in this course students learn how to bring
out their 'glow' from within, not how to apply a 'gloss' from without."
Registration for this course has two required steps: 1) Complete the Student Commitment Form as soon as
possible: link to be posted soon; and 2) Follow the regular steps for registration on my.harvard.
Class Notes: Note: The first class meets on 9/2.
Additional Course Attributes:
Attribute Value(s) HGSE: Competencies engage in difficult conversations HGSE: Competencies analyze arguments HGSE: Content mindfulness
