Courses

Exploration of multiple modes of education that illustrate inequality. Surveys how education affects citizens and communities and the accessibility of various educational systems. Using case studies to explore how education functions systematically and how various educational systems reflect and shape who we are, this course will investigate five models: urban, rural, private, cyber, and magnet. Focuses on research from various fields that details how the achievement gap continues to grow in urban schools, private institutions, and rural schools; specifically, how social class, race, ethnicity, gender, sexuality, and different identities both organize and are organized by educational environments and how these affect children, families, schools, and communities.

Study of professional aspects of teaching, historical and philosophical development of American education, and the relationship of schools to society. Current issues affecting schools, such as organization, reforms, and national legislation, are examined. Prerequisite for other certification coursework.

The study of psychological principles related to learning and cognition, and the personal, moral, and social development of the school-aged child. The course also includes discussion of developmentally appropriate instructional practices, students with exceptionalities, and teacher reflection. Prerequisite for other certification coursework.

Interdisciplinary seminar with service-learning component examining urban education from multiple perspectives. The on-campus portion of the course explores historical foundations, issues of class and race, instructional approaches, policy initiatives, and popular images of urban schooling. This on-campus portion is paired with a service-learning component in which students prepare and implement an action research instructional project in a large urban school system. Emphasis is on linking theoretical foundations to practical experience in schools.

Examination of traditional and contemporary models of intelligence and creativity, and their effects on learning and leadership. Designed to explore how the creative process transforms professional practices, the course examines creativity from educational, psychological, cultural, arts-based, and neurological frameworks, and addresses learner engagement and motivation. Through the creation of a cross-disciplinary project, students employ research-based principles to design, implement, and assess impacts of the creative process on learning and teaching.

This course provides future teachers and other students interested in education with an introduction to the methods, assumptions, and practical applications of educational research. Emphasis is placed on the implications educational research findings bring to classroom practice, especially assessment of student learning, with inductive and deductive reasoning skill development especially emphasized. Topics include quantitative and qualitative research approaches, effective assessment practice, interpretation of research, and general policy contexts in which educational research is conducted.

Study of a topic not normally covered in depth in the regular curriculum of Education. Topics vary and may include education policy, global education, special education, diversity in education, linguistics, or school law. Offered irregularly.

This course explores current topics of teaching and learning as influenced by technology in the 21st century K-20 learning environments. We examine digital design and delivery of instruction with both a theoretical and in-practice lens. Socio-cultural issues, technological resource access, curriculum mandates, and pedagogical research as it relates to learning technologies are addressed as well.

Examination of changing notion of citizenship and the roles education play in constructing citizens in the era of globalization. The course will cover topics such as global market’s influence on educational policy, curriculum, and teaching practices, international educational competition, educational inequity, migration, and global youth’s creation of learning spaces. Case studies conducted in local contexts both in and outside of the U.S. will be used to explore these topics. Prerequisite: MUS_CLAS 149 or EDUC 199 (must have passed the course with C or higher grade); or permission of the instructor. Additional assignment is given to students who need to take this course as a 300 level.

Our society has recently been witnessing the advent of risk society, where all citizens, regardless of their geopolitical locations, are vulnerable to the unprecedented scale of risks (i.e., pandemics, nuclear disaster, environmental crisis, and terrorism). In a risk society, where two major pillars of modern society (scientific knowledge and nation-states) exhibit their limitations, citizens are compelled to reexamine their relationships with other citizens, nature, and science and technology. Education, which had propelled modern nations’ economic development by preparing and providing a competitive workforce, must also go through fundamental changes. Using Fukushima nuclear disaster as an example, this course will guide students to examine risks that are relevant to our lives, what it means to live in a risk society, and what educational changes are necessary in the wake of such a societal shift. Multiple types of texts, including scholarly articles, films, literature, and comics, will be used in the course. Students have the option of reading the texts either in English or Japanese. EDUC 261 and AS 261 are cross-listed.

This course explores how schooling has made us the people that we are today, and asks if formal education has prepared us for the challenges that we face in this age of globalization. The course assaults the status quo nature of education and challenges us to imagine a pedagogy that is central to social change. This interrogation of education is not meant to raze the entire historical edifice to the ground, but rather to lead us to critically reflect on the far too frequent manifestations of dull educational processes that produce conformists, rather than inspire us to creatively overturn structures of inequities. AFS 264 and EDUC 264 are cross-listed.

Through full cultural immersion as a second language (and music) learner in Bali, Indonesia students re-examine and modify their own preconceived notions about teaching and learning to rethink ways one works with students in a rapidly globalizing society. Students learn unfamiliar musical practices in their natural environment by teachers who speak Balinese, Bahasa Indonesia, and minimal English. Students reflect on their experience being a second language learner, observe how their teachers negotiate teaching non-native speakers, teach English to children in Balinese schools, and analyze competing discourses surrounding language, culture, immigration, diversity, and education found in media, public policy, curricula, and scholarly work.

Introduction to theories and methods associated with teaching social studies for active democratic citizenship. Special attention is given to conceptualizing social studies as a school subject and to the integration of art, music, and film in the social studies classroom. Required of all students seeking secondary teacher certification in social studies, social science, or citizenship. Prerequisite: EDUC 201 with a C or better; or permission of the instructor.

Who owns history? Who decides what’s important to know in our past? What “version” of history should be taught in schools, and what do we know about effective history teaching? This course provides aspiring teachers of history with an introduction to the debates surrounding history teaching, the cultural context of those debates, and practical strategies for interpreting the history curriculum and teaching it to students at any level of educational development. Prerequisite: None; Education 201 recommended.

Introduction to theories and methods associated with teaching World Languages in school settings, with an emphasis on practical planning, teaching, and assessment of student work. Prerequisite: admission to Teacher Education Program or permission of instructor.

Principles of second language learning and teaching in a multicultural society. Students develop understandings of the impact of culture, cultural diversity, immigration, migration, colonialism, and power on language policy and on students currently learning English as a Second Language. They learn the difference between social and academic language, and develop and teach lesson plans to English Language Learners, with an emphasis on assessment that drives critical literacy. Prerequisite: EDUC 201 with a C or higher grade; MUS_CLAS 149 for Music Education; or permission of the instructor.

Study of a topic not normally covered in depth in the regular curriculum of Education. Topics vary and may include education policy, global education, special education, diversity in education, linguistics, or school law. Offered irregularly.

This course will allow students to explore a variety of approaches and perspectives in teaching literacy and literature in the secondary classroom. We will investigate methodologies and issues surrounding the teaching of reading, writing, speaking, viewing, thinking, and listening in today’s digital world. Students will have an opportunity to develop better literacy skills and strategies as they learn effective instructional methods to use in various secondary classrooms. Students will have an opportunity to work with secondary students at local schools. Offered annually, fulfills English Teacher Certification requirement. Prerequisite: EDUC 201 with C or higher grade; or permission of the instructor.

The significance of Young Adult Literature will be investigated including theories about developmental, aesthetic, and cultural factors when reviewing texts. Note: The term "texts" is used broadly to refer to works in all media. Examination, evaluation and identification of texts based upon the biological, socio-cultural, psychological and developmental characteristics of young adults; guidance in the identification of the cultural implications of these materials, emphasizing gender-fair and multicultural resources and the attitudes, interests, problems, and opportunities of young adults in contemporary society.

Over the past decade, technological advances have exposed society to immense amounts of information via multiple texts. Literacy as Agency is designed to provide a forum where students can investigate the impact technological advances have had on serving literate and illiterate citizens by examining policy, pedagogies, and possibilities. Students will be exposed to literacy through a new lens, context-sensitive literacy that is critical for wide-awake civic engagement, for meaningful social action, and for democracy itself. Prerequisite: EDUC 115, EDUC 199, or EDUC 201; or permission of instructor.

This course enables the prospective teacher to learn how to coordinate the classroom learning environment to effectively address the diverse needs of students in general classroom settings. The course considers characteristics of students with special needs and the modifications in teaching methods necessary to meet their needs. Classroom management techniques for academic, social, emotional, and cognitive differences are addressed. Students will design activities and respective accommodations for both general education students and students with special needs. Various assessment techniques will be discussed and developed to evaluate the activities. Specific topics to be addressed include: federal legislation, teaching strategies, team collaboration, special support services, and individual education plans (IEP). Prerequisite: EDUC 201 with a C or higher grade; and MUS_CLAS 149 for Music Education; or permission of the instructor

Study, research and field experience in science and mathematics education. Course enables students who are pre-service teachers to acquire the necessary theory, skills, concepts, attitudes, use of materials and resources, technology, and appropriate teaching techniques. The course design assists students in the understanding of how children learn science and mathematics. Students learn to effectively teach through curriculum integration. Prerequisite: EDUC 201 with C or higher grade; or permission of the instructor.

Examination of changing notion of citizenship and the roles education play in constructing citizens in the era of globalization. The course will cover topics such as global market’s influence on educational policy, curriculum, and teaching practices, international educational competition, educational inequity, migration, and global youth’s creation of learning spaces. Case studies conducted in local contexts both in and outside of the U.S. will be used to explore these topics. Prerequisite: MUS_CLAS 149 or EDUC 199 (must have passed the course with C or higher grade); or permission of the instructor. Additional assignment is given to students who need to take this course as a 300 level.

Motivation - a popular touchstone in successful classrooms, in the workplace, and in life. In this course, we explore concepts and theories of motivation through TED talks, best-selling popular psychology books, and peer-reviewed educational and psychological research articles. We examine motivation through multiple theoretical and cultural frameworks. Students develop and evaluate interventions to support motivation in settings ranging from the classroom to the workplace.

Charters. Choice. Testing. Standards. Equity. Over the past three decades public opinion has coalesced around the idea that our public schools are failing and desperately in need of reform. How much truth is there in these assertions? This course explores the implications of public school reform policy choices, focusing especially on the way reformers have framed the debate to their advantage. Special attention is paid to teacher quality, urban education, school choice, testing, and other issues raised by reform advocates. EDUC 377 and PP 377 are cross-listed.

This course introduces students to methods of qualitative research that are widely used in education and related fields. In addition to reading about various methods of qualitative research in juxtaposition with examples of research studies, the course will provide students with a series of hands-on experience of research including collecting and analyzing the data, as well as organizing and presenting their preliminary findings. This hands-on experience will accompany reflective exercises through which students examine their own identity and belief system. Prerequisite: Two 200 or 300 level education courses, or their equivalent.

Course utilizes teacher action research to develop informal and formal assessment techniques for teaching special needs students and English language learners within an interactive assessment-instruction framework. Offered in conjunction with EDUC 476 Student Teaching. Designed for all education students seeking professional licensure, this course addresses the processes for administering assessments through the development of a special needs or English Language Learner student case study. Students articulate an educational philosophy and create a reflective teaching portfolio including the action research case study. Limited to those students accepted and enrolled in the Education Semester. Prerequisite: MUS_CLAS 149 or EDUC 199, and EDUC 201; or permission of the instructor.

Individualized tutorial counting toward the minimum requirements in a major or minor, graded A-F

Individualized tutorial counting toward the minimum requirements in a major or minor, graded S/U

Individualized tutorial not counting in the minimum requirements in a major or minor, graded A-F

Individualized tutorial not counting in the minimum requirements in a major or minor, graded S/U

Individualized research counting toward the minimum requirements in a major or minor, graded A-F

Individualized research counting toward minimum requirements in a major or minor, graded S/U

Individualized research not counting in the minimum requirements in a major or minor, graded A-F

Individualized research not counting in the minimum requirements in a major or minor graded S/U

Internship counting toward the minimum requirements in a major or minor, graded A-F

Internship counting toward the minimum requirements in a major or minor, graded S/U

Internship not counting in the minimum requirements in a major or minor, graded A-F

Internship not counting in the minimum requirements in a major or minor, graded S/U

Summer Internship graded A-F, counting in the minimum requirements for a major or minor only with written permission filed in the Registrar's Office.

Summer Internship graded S/U, counting in the minimum requirements for a major or minor only with written permission filed in the Registrar's Office

Student observation, participation, and full-time teaching under supervision of an experienced certified teacher and a college supervisor. Group and individual conferences are held to discuss pedagogy issues, principles and problems. Students spend 12 to15 weeks in the classroom. Course carries 3 course units of credit. Limited to those students accepted and enrolled in the Education Semester.