At Brown University, students study education from a variety of disciplinary perspectives, including anthropology, economics, history, political science, psychology, and sociology. The faculty—social scientists, historians, and field-based experts—teach a wide array of undergraduate courses that comprise the Education Studies Concentration, lead two graduate programs (Master of Arts in Teaching and Urban Education Policy), and conduct research on important educational issues.
Lecturer and Director of Secondary History/SS Education
Brown University’s Department of Education seeks an outstanding teacher and teacher educator to serve as a Lecturer in Education and the Director of Secondary History / Social Studies Education beginning July 1, 2016 for a renewable three year faculty appointment. The Director of Secondary History / Social Studies Education provides leadership, teaching, supervision, and advising to each cohort of candidates in an intensive one-year Master of Arts in Teaching Program (MAT). The faculty member teaches in all semesters of an eleven month program and participates in the summer MAT professional development program that provides MAT candidates with their first teaching experience with urban youth. In addition to working with graduate students in the MAT Program, the selected applicant will also teach an undergraduate course in Education based on departmental need and applicant expertise. Applicants must have a master's degree or a doctorate in Education, History, or related content fields. A doctorate is preferred. Applicants must also have significant experience in secondary teaching and in the teaching and supervision of new teachers; an ability to work closely and productively with school and university colleagues; a deep knowledge of the issues of secondary history / social studies education, multicultural issues, and adolescent development; significant awareness of current issues in schooling and teacher education; and special skills and experience in working with urban and minority populations. Review of applications will begin April 22, 2016 and continue until the position is filled or the search is closed. Please apply on-line at http://apply.interfolio.com/34475. Please include a letter of interest, curriculum vitae, and three letters of reference. Questions regarding the position can be directed to Dan Bisaccio, Chair of the MAT Faculty Search Committee, <Daniel_Bisaccio@Brown.edu>. For information about the department, please access our web page at: www.brown.edu/education. Brown University is committed to fostering a diverse and inclusive academic global community; as an EEO/AA employer, Brown considers applicants for employment without regard to, and does not discriminate on the basis of, gender, race, protected veteran status, disability, or any other legally protected status.
We are very excited to announce that the National Science Foundation has awarded a 5 year grant to Professor Dan Bisaccio and his colleagues Charles Steinhorn (Vassar College), Victor Donnay (Bryn Mawr), and Maria Rivera (Barnard College) for “Summer STEM Teaching Experiences for Undergraduates (TEU) from Liberal Arts Institutions”. The $2.2 million over 5 years TEU program will develop and test a model program that provides undergraduate STEM majors with an immersive summer experience in secondary mathematics or science education. Over five summers, a total of 120 undergraduates (24 per year) will be recruited from a network of 60 liberal arts institutions to take part in a 6-7 week program that integrates a high quality STEM discipline specific pedagogy course with a teaching practicum. Twelve students per summer will participate in a mathematics TEU program at Brown University and 12 will participate in a science TEU program at Trinity College.
Sixty liberal arts colleges and universities have committed to join this project as institutional partners. The majority of these institutions do not currently offer discipline-specific STEM pedagogy courses in their Education programs. The TEU pedagogy course will enhance participants’ discipline specific pedagogical knowledge and skills. In the practicum, which is tightly integrated with the course, participants will create and deliver lessons of their own design to local urban secondary students in a summer enrichment program. The teaching practicum will allow participants to apply the theories and strategies they are learning in their pedagogy course directly to classroom teaching. The TEU participants will be closely supervised in their teaching by master teacher mentors.
The high school students for the Brown TEU will be drawn from the Providence area and will be taking part in Brown Summer High School (BSHS). For the Trinity TEU, students will be the entire class of rising sophomores from the Hartford Magnet Trinity College Academy (HMTCA). Over the 5 years, roughly 1250 high school students will receive an enriching STEM experience through these programs. This project builds upon a highly successful TEU pilot project focused on math pedagogy held at Brown Summer High School in 2013 and 2014.
Assistant Professor of Education Mona Abo-Zena
Co-edited with Carola Suarez-Orozco and Amy Marks, http://nyupress.org/books/9780814770177/, was released this month. The volume takes a developmental approach that focuses on contexts, processes, and outcomes to understand this growing, diverse group of children and youth.
Dr. Joan Gujarati, Lecturer in Education; Director of Elementary Education
Prior to her appointment at Brown University, Gujarati spent five years in the School of Education at Manhattanville College in Purchase, NY where she began as an Assistant Professor of Childhood Education, teaching courses predominantly in childhood mathematics education, and then assumed the position of Associate Dean for Accreditation and Technology. Before receiving her EdD from Teachers College, Columbia University, she spent 15 years as an early childhood and elementary classroom teacher.
Her current research focuses on elementary teachers’ mathematics identity (their beliefs about themselves in relation to mathematics), and the relationship between their mathematics identity and their teaching practices. She is in the process of analyzing several years’ worth of mathematics autobiographies which teacher candidates wrote at the start of each semester in her mathematics methods courses. She want to probe what, if any, common themes emerge across these stories and how they can potentially impact the structure of mathematics methods courses in order to prepare teacher candidates for greater mathematics success and set them on more positive mathematics teaching journeys.
EDUC 2120 Practicum and Analysis Seminar in Elementary Education
Dr. Rachel Kantrowitz, Postdoctoral Fellow in International Humanities
Rachel Kantrowitz received her PhD in African History from New York University in May 2015. While at Brown University, she will be teaching courses in International and Comparative Education, working on her manuscript, and adding to her digital database of archival sources. Dr. Kantrowitz’s manuscript in progress, “Education for All: Development and Decolonization in Francophone West Africa”, examines a French development program in West Africa within the context of shifting stakes in Franco-African relations. A regional study of the international move towards mass education, “Education for All” explores debates about secular versus religious schools, changing the curriculum and language of instruction, and the relationship between education and development. Her work will appear in the March 2016 issue of Cahiers d’Etudes Africaines. She is looking forward to meeting Brown faculty and students as well as fully participating in the life of the Education Department.
EDUC 1030 Comparative Education: International Trends and Local Perspectives
By Matthew A. Kraft and John P. Papay