The 18-credit Graduate Certificate in Urban Education prepares students to work in a variety of capacities serving urban students. It offers three tracks depending on the student’s focus: pedagogy, partnerships, or policy. All students take a core three-course sequence focused on
- understanding the characteristics of urban areas and school systems, and
- learning a core set of theories around learning, leadership and partnerships.
The program offers three tracks depending on the student’s focus: pedagogy, partnerships, or policy. Students in each track take the same three core courses. Each track also includes two specialized courses. Finally, students take one research course. [Note: This course counts towards the core coursework in the Master of Science (MS) in Education with a concentration in Educational Studies (Individualized Interdisciplinary Program of Study option) for students seeking to apply Urban Education certificate towards the MS degree program.] Courses are offered at the Baltimore Homewood campus only. Students can begin the program in any semester.
|ED.880.611||The Social Context of Urban Education||3|
|ED.880.613||Teaching, Learning and Leadership for Successful Urban Schools||3|
|ED.851.630||School, Family, and Community Collaboration for School Improvement I||3|
|Select one of the following tracks:||6|
|Educating the Whole Child: Teaching to the Developmental Needs of the Urban Child|
|Culturally Responsive Teaching|
|School, Family, and Community Collaboration for School Improvement II|
|Urban School Reform|
|Politics of Education|
|Urban School Reform|
|ED.881.611||Action Research for School Improvement||3|
|or ED.880.624||Evaluation and Research in Education|
Through course activities and individual preparation, participants will demonstrate an understanding of and competencies in:
- Understanding the interrelationships of race, class and culture in urban classrooms.
- Communicating effectively within the school and parent community.
- Engaging community resources to enhance learning experiences.
- Building leadership capacity within the school setting.
- Linking school and classroom practices with systemic initiatives.
- Understanding the implications of recent research about urban school reform.