Scott Seider

Associate Professor
Program Director for Curriculum & Teaching

Scott Seider is an associate professor of education at Boston University. His research focuses on the civic and character development of adolescents and has received funding support from the National Academy of Education, Spencer Foundation, Templeton Foundation, and Canadian Institute of Health Research. Dr. Seider has reported on this work in more than 50 academic publications including Character Compass: How Powerful School Culture Can Point Students Toward Success (2012), which won the American Educational Research Association’s outstanding book award in moral development and education. Dr. Seider’s current work investigates the development of critical consciousness in adolescents attending a diverse set of urban high schools.

Prior to joining the Boston University faculty, Dr. Seider worked as an English and literacy teacher in the Boston and Westwood (MA) Public Schools. He currently serves on advisory boards for Character.org, EL (Expeditionary Learning) Education, the Spencer Foundation, and several academic journals.

Appointments

  • Academic Journals
    • Applied Developmental Science 2015-Present Editorial Board
    • Journal of Character Education Editorial Board 2010-Present
    • Journal of Adolescent Research Editorial Board 2008-Present
  • Foundations
    • Spencer Foundation Small Research Grants Advisory Board 2016-Present
  • Centers & Organizations
    • EL (Expeditionary Learning) Education (New York, NY) Research Advisory Board 2016-Present
    • Center for Parent & Teen Communication (Children’s Hospital-PA)  Advisory Board 2016-Present
    • WBUR Circle Round Podcast (Boston, MA) Advisory Board 2017-Present
  • Community Organizations
    • Youth to Youth (Y2Y) Harvard Square (Cambridge, MA) Advisory Board 2014-Present

Ed.D. in Human Development & Psychology, Harvard University

Ed.M. in School Leadership, Harvard University

A.B. in English & American Literature & Language, Harvard College

SED DS502: Introduction to Adolescent Development

SED EN503: Lesson Design & Instructional Delivery in the Humanities Classroom

SED CT534: Classroom Management

Scott Seider is an associate professor of education at Boston University where his research focuses on the role of schools in fostering adolescents' civic and character development. Dr. Seider has reported on this work in more than 60 academic publications including Character Compass: How Powerful School Culture Can Point Students Toward Success (2012), which won the American Educational Research Association's outstanding book award in moral development and education.

Scott Seider is an associate professor of education at Boston University where his research focuses on the role of schools in fostering adolescents' civic and character development. Dr. Seider has reported on this work in more than 60 academic publications including Character Compass: How Powerful School Culture Can Point Students Toward Success (2012), which won the American Educational Research Association's outstanding book award in moral development and education. Dr. Seider's current work investigates the development of critical consciousness in adolescents attending a diverse set of urban high schools. Initial findings from this work have been published in Developmental Psychology, Teachers College Record, Journal of Youth & Adolescence, Applied Developmental Science, and Youth & Society. More information about Dr. Seider's research program can be found at www.scottseider.com

Visit Dr. Seider's Faculty Profile
Read Dr. Seider's research.
Dr. Scott Seider’s Research on Community Service Learning Highlighted

El-Amin, A., Seider, S., Graves, D., Tamerat, J., Clark, S., Soutter, M., Johannsen, J., & Malhotra, S. (2017 February). Critical consciousness: A key to student achievement. Phi Delta Kappan, 18-23.

Seider, S., Tamerat, J., Clark, S., & Soutter, M. (2017). Investigating adolescents’ critical consciousness development through a character framework. Journal of Youth & Adolescence, 46(6), 1162-1168.

Seider, S., Graves, D., El-Amin, A., Clark, S., Soutter, M., Tamerat, J., Jennett, P., Gramigna, K., Yung, J, Kenslea, M. & Sklarwitz, S. (2016). Preparing adolescents attending progressive and no excuses urban charter high schools to analyze, navigate, and challenge race and class inequality. Teachers College Record, 118(12), 1-54.

Seider, S., Clark, S., & Souter, M. (2015). A critically conscious approach to fostering the college-going success of students from underrepresented groups. Journal of College & Character, 16(4), 253-262. 

Seider, S., Novick, S., & Gomez, J. (2013). The effects of privileging the moral or performance character development of urban adolescents. Journal of Early Adolescence, 33(6), 784-818.

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., Huguley, J., & Novick, S. (2013). College students, diversity and community service learning. Teachers College Record, 115(3), 1-44.

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. (2011). The role of privilege as identity in adolescents’ beliefs about homelessness, opportunity, and inequality. Youth & Society, 43(1), 333-364.

Seider, S., Rabinowicz, S., & Gillmor, S. (2011). Changing American college students’ conceptions of poverty through community service learning. Analyses of Social Issues & Public Policy, 11(1), 105-126.

Seider, S. (2009). Social justice in the suburbs: Challenges to engaging privileged youth in social action. Educational Leadership, 66(8), 54-58.

 Seider, S. (2007). Catalyzing a commitment to community service in emerging adults. Journal of Adolescent Research, 22(6), 612-639.

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