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Course Criteria
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4.00 Credits
This survey course will explore history, policy, and pedagogy as they relate to race, ethnicity, and culture as education. K-12 public education will be the primary focus with topics including desegregation, standardized testing, multi-cultural and ethnocentric pedagogy, the teacher's role and experience, and significant historical events in education. The course will culminate by analyzing current trends and future expectations in education. Fall semester. (4 credits)
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4.00 Credits
What is the nature and purpose of education In what ways should educational institutions support, challenge, or transform predominant social values What is ethical educational policy and practice Such questions are considered in light of a variety of philosophic perspectives. Students will define a personal philosophy of education and assess its implications for current educational theory and practice, in addition to their own educational development. Spring semester. (4 credits)
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4.00 Credits
The complex phenomenon of globalization affects the quality of learning and life worldwide. In the United States and abroad; across dimensions of philosophy, policy, and practice; educators, government officials, policy makers, public intellectuals, and citizens struggle with the implications of globalization for public education and civic life. The purpose of this course is to join in that struggle. We will explore interdisciplinary scholarship and policy design that integrates civic, environmental, moral, and multicultural education for the purpose of mitigating the negative consequences of cultural economic globalization. Spring Semester. (4 credits)
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4.00 Credits
This course explores the design, implementation, and evaluation of public education policy as a primary means for engaging more active, inclusive and effective approaches to social inquiry and civic participation. Drawing from classic and contemporary theories of education and democracy, complemented by recent developments and controversies in public policy studies, students work to design innovative, principled, educationally sound and politically feasible responses to significant civic concerns. Spring semester. (4 credits)
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2.00 Credits
This course examines a variety of topics affecting student learning. Included are the impact of family, health and economic conditions; characteristics of chemical use, abuse, and dependency; effective communication, violence prevention, and conflict resolution; legal concerns and responsibilities; the role of the teacher in crisis situations; the importance of co-curricular and extracurricular activities; and establishing productive relationships with parents/guardians, and networking with school professionals in addition to members of the business community and civic organizations to support youth development and learning. This course is offered on S/NC grading option only. Spring semester. (2 credits)
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2.00 Credits
This course examines the special needs, challenges, interests and potentials of exceptional students. Topics include historical and legal foundations of special education; current state and federal guidelines; categories of exceptionality; impact of cultural, linguistic, economic, and family structures; evaluation, placement, appropriate accommodations, and methods of instruction and assessment for exceptional learners. This course is offered on S/NC grading option only. Spring semester. (2 credits)
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3.00 Credits
This course explores the question: How can we educate to promote change toward more just, compassionate, and sustainable approaches to living and learning in a rapidly changing and increasingly complex world We will consider contemporary barriers to and opportunities for systemic, progressive education reform and civic renewal on local, national and international levels. We will then work both individually and collectively, on campus and in the community, to analyze specific social issues and reform strategies in addition to conceptualizing plans for principled social action. Prerequisites: 2 prior courses in Educational Studies or permission of department chair. Fall semester. (4 credits)
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8.00 Credits
This course draws from an extensive theory and research base-educational psychology, curriculum and pedagogy, educational philosophy, and policy studies grounded in the social sciences-to support interdisciplinary explorations of the peril and promise of urban public education. An intensive school-based internship (6-8 hours/week) is integrated with weekly seminar sessions (2-3 hours/week) to study advancedtopics in teacher preparation and policy analysis relevant to learning and life in public school settings serving students who represent diverse cultural, linguistic, and economic backgrounds, a broad range of academic interests and aptitudes, and varied forms of exceptionality. Prerequisites: 3 prior courses in Educational Studies or permission of department chair. Fall semester. (4 credits)
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3.00 Credits
Closely supervised individual or very small group study intended to provide opportunities for guided exploration of advanced topics in education. Prerequisite: permission of the instructor. Every semester. (1-4 credits)
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3.00 Credits
Advanced study in a specific area of educational inquiry. Prerequisite: permission of the instructor. Every semester. (1-4 credits)
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