Contact Information
Phone: 617-353-3223
E-mail: seider@bu.edu

Website: http://people.bu.edu/seider/

Educational History

  • Ed.D. in Human Development & Psychology, Harvard University
  • Ed.M. in School Leadership, Harvard University
  • A.B. in English & American Literature & Language, Harvard College

Profile

Scott Seider is an associate professor of education at Boston University where his research focuses on the civic and character development of adolescents and emerging adults. He previously worked as an English and literacy teacher in the Westwood (MA) and Boston Public Schools, and earned bachelor and doctoral degrees from Harvard University.

Dr. Seider is the author of more than 50 academic publications including Character Compass: How Powerful School Culture Can Point Students Toward Success (2012), which won an Outstanding Book Award from the American Educational Research Association. His most recent research project– supported by a 2013 NAEd/Spencer Postdoctoral Fellowship– investigates the cultivation of critical consciousness in urban youth attending charter high schools.

Courses Taught

  • SED EN503: Lesson Design & Instructional Delivery in the Humanities Classroom
  • SED SE534: Classroom & Behavior Management
  • SED EN506: Curriculum Materials and Teaching Strategies in Teaching English
  • SED DS502: Introduction to Adolescent Development

Selected Publications

    • Seider, S., Gilbert, J., *Novick, S., & **Gomez, J. (2013). The role of moral and performance character strengths in predicting achievement and conduct among urban middle school students. Teachers College Record, 115(8), 1-19.
    • Seider, S., *Novick, S., & **Gomez, J. (2013). Cultivating the academic integrity of urban adolescents with ethical philosophy programming. Peabody Journal of Education, 88(2), 142-158.
    • Seider, S., Huguley, J., & *Novick, S. (2013). College students, diversity and community service learning. Teachers College Record, 115(3), 1-44.
    • Seider, S. (2012). Character Compass: How powerful school culture can point students toward success. Cambridge, MA: Harvard Education Press.
    • Butin, D. & Seider, S. (Eds.) (2012). The engaged campus: Certificates, minors and majors as the new community engagement. New York: Palgrave MacMillan.
    • Seider, S., Rabinowicz, S.,* & Gillmor, S.* (2011).The impact of philosophy and theology service-learning experiences on the public service motivation of participating college students. Journal of Higher Education, 82(5), 597-628.
    • Seider, S. (2010). Shelter: Where Harvard meets the homeless. New York, NY: Continuum.
    • Seider, S. (April-May, 2009). An educator’s journey towards multiple intelligences. Edutopia, 26-30.

      Selected Presentations

        • Seider S., & Novick, S. (2013, April). The role of moral and performance character strengths in predicting achievement and conduct among urban adolescents. Paper presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.
        • Seider, S., *Sklarwitz, S., & *Fields, S. (2013, April). The effect of linked non-western social studies and English coursework upon participating adolescents’ commitment to global citizenship. Poster presented at the annual meeting of the American Educational Research Association (AERA), San Francisco, CA.
        • Seider, S. (2012, April). The role of an ethical philosophy course upon the moral development of urban middle school students. Paper presented at the annual meeting of the American Educational Research Association (AERA), Vancouver, British Columbia.
        • Seider, S. (2012, March). The effect of school-based practices on the social responsibility beliefs of urban adolescents. Paper presented at the biennial meeting of the Society for Research on Adolescence (SRA), Vancouver, British Columbia.

         

          Undergraduate Students

          Undergraduate students at the School of Education benefit from the community feel of a small school along with the resources of a large university. Our students are in the field in both urban and suburban schools as early as their first year at SED.

          Graduate Students

          Talented graduate students from around the world prepare to become teachers, counselors, administrators, and more in as little as one year at the School of Education. Our students engage in diverse aspects of education both in the classroom and the field.