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Course Criteria
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1.00 - 4.00 Credits
This course focuses on selected topics within education. These may be taught through lectures, seminars or group research projects.
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3.00 - 4.00 Credits
Kitchens The course provides an introduction to education in the United States through exploration of educational history; problems confronting education in an increasingly pluralistic society; and contemporary educational issues. More specifically, topics will include: school law and student/teacher rights, standardized testing, school reforms, school financing, school choice, vouchers, societal functions of schools, and private vs. public schooling.
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1.00 - 4.00 Credits
This course focuses on selected topics within education. These may be taught through lectures, seminars, group research projects.
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3.00 - 4.00 Credits
Kitchens This class will investigate devisive and interactive theatre as well as other combinations of performance, ethnography, education, and community activism. As such, this class explores the intersections of various disciplines including theatre, curriculum studies, sociology, and others. Specific traditions and examples of community-based and collective theatre will be studied including the work of Augusto Boal, Micahel Rohd, and Rhodessa Jones as well as theorists associated with critical pedagogy such as Paulo Freire and bell hooks. Specific topics include historical and contemporary examples of improvisational, grassroots, and guerilla theatre, methods of qualitative research, and notions such as identity, power, and place. This course uses various theoretical perspectives within critical theory, aesthetics, dramaturgy, etc., to engage in local research and activism. Particularly structured around notions of place, the class will produce theatrical events based on readings and cooperative research. Distribution area: social science.
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3.00 Credits
Kitchens Since the 1980s popular culture has increasingly become a topic of critique among academics in the field of education. The images, messages, and effects of popular culture, whether in the form of advertising, fashion, or ipods, are ubiquitous. This raises important and arguably imperative considerations for educators. This class will investigate ways popular culture itself becomes a topic of education in the form of media literacy and efforts to produce a critical consciousness regarding students' consumption of popular culture. Literature related to critiques of popular culture as well as varied examples and forms of popular culture will serve as the bases for class discussions. Distribution area: social sciences.
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3.00 Credits
Kitchens This course is an introduction to the philosophical and historical foundations of contemporary education in the United States. Topics include an examination of various and competing educational philosophies from Plato to John Dewey and how they play out in the policies, structures, curriculum, and conceptions of teaching and learning found in contemporary schools; the theoretical and cultural issues surrounding curriculum and instruction; and how these intellectual foundations have historically shaped the development of schools in the United States.
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4.00 Credits
not offered 2008-09 Students will study children's language develop-ment using several approaches including Behaviorist, Structuralist, Psycholinguistic and Sociolinguistic. The course will explore theories of acquisition, structural features, stages of development, cultural influences, language variations and stabilities, and second language acquisition. Students will participate in ongoing investigations of the processes of children's language development through field and class projects.
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3.00 - 4.00 Credits
This course will provide a broad overview of the issues surrounding education of diverse learners within the sociopolitical context of schooling. Discussion of issues will be grounded in classic and emerging theoretical frameworks of multiculturalism. Primary focus of the course will be contemporary concerns and approaches to education of Native American students. This course is designed to challenge students to critically analyze the institutions and practices that impact the success of diverse learners in educational environments.
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3.00 - 4.00 Credits
Kitchens This course examines several sociological models of schooling and the ways in which these models explain the socializing functions played by schools, especially as they relate to the school's egalitarian mission in a democracy. Topics discussed will include the hidden curriculum; tracking and testing; teacher expectation; class, culture, and curriculum; and the effects of school funding. Specific attention will be paid to the ways students who differ by race and ethnicity, ability, gender, or class, for example, are affected by the functions and structures of schooling. May be elected as Sociology 370.
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2.00 Credits
Kitchens Many Masters in Teaching and post-baccalaureate teaching certification programs require students to have structured and supervised experiences in classrooms as a prerequisite for acceptance into their programs. This course is designed to provide such an experience. Students will spend a minimum of three hours a week observing and working in local classrooms. They will keep a directed journal that will be turned in at regular intervals through the course of the term. A final paper also will be required. This course will be graded credit/no credit and does not count toward fulfilling the requirements for the minor. Prerequisite: at least two education courses, which may be taken concurrently. Instructor consent required. Distribution area: none.
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