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Course Criteria
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3.00 - 6.00 Credits
Humans are divided into different groups based on religion, language, ability, beliefs, ethnicity, appearance, values, traditions and many other markers. Effective communication across these differences requires all humans, and teachers in particular, to develop skills that enable successful interaction and collaborate across boundaries. Culture can be understood, at least partially, as the background and preconceptions humans carry into any interpersonal situation. Since culture constitutes the keystone of identity, it is a key source of conflict between people, particularly in the teacher-student relationship. This seminar pairs discussions and readings about the nexus of culture, identity and education with immersion in different cultures, internationally, nationally and locally, to develop a deeper commitment in students to be effective teachers for all children across all differences.
Prerequisite:
EDFN 211 and 241
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3.00 - 12.00 Credits
Co-Op Ed Experience in EDFN
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1.00 - 4.00 Credits
Two to four semesters of supervised research by highly motivated students capable of conducting independent research projects. For further information, see the Special Academic Opportunities section.
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1.00 - 6.00 Credits
For further information, see the Special Academic Opportunities section.
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1.00 - 4.00 Credits
Two to four semesters of supervised research by highly motivated students capable of conducting independent research projects. For further information, see the Special Academic Opportunities section.
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3.00 Credits
Analyze crucial educational questions and issues using the comparative method. Cross-cultural studies pursued in a multiple-disciplinary format will help participants discover how education serves economic, sociopolitical, ideological and other purposes, and how it reflects the historically derived tensions within national development. Factors underlying similarities and differences in various cultures, nations and contexts are studied. Includes appraisal of educational issues from a global perspective. Offered annually.
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3.00 Credits
Students will study the history of sexual orientation and gender identity, the research on school climate related to sexual orientation and gender identity of students and professionals, knowledge of current laws and policies, and recommended practices for supporting LGBTQ+ youth and educators.
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3.00 Credits
Students use case studies to explore the uses of technology and its application in elementary education. Topics include computer basics, applications software, curriculum integration, evaluation of educational software, telecommunication and multimedia presentation systems. Students are provided a series of hands-on experiences with hardware and software to develop the skills and competencies required of the elementary education teacher. Offered regularly. Students may not receive credit for both EDFN 520 and any of the following courses: EDFN 130, 320, 330, 333, 530, 533 and EDAR 330.
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3.00 Credits
Instructional design and assessment will be used as a basis for planning and evaluating the use of technology for student-center teaching and learning within specific disciplines. Must be taken as a block with EDSE 321 (or graduate equivalent) and the Teaching of Methods class required in each secondary certification program. Students may not receive credit for both EDFN 530 and any of the following courses: EDFN 130, 320, 330, 333, 520, 533 and EDAR 330.
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3.00 Credits
A review of psychological principles as they relate to human learning in the urban and non-urban setting. Special consideration is given to motivational and developmental factors in the school that influence students learning. Additional topics include examination of assessment and evaluation practices, classroom management and accommodating individual differences.
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