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Course Criteria
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3.00 Credits
This course is designed to help students articulate and critically examine their own philosophical notions of education. It addresses questions such as: What is education What are the aims of education What does it mean to be educated What are the processes of education What should be the relationship between education and society Throughout the course, an emphasis is placed upon conceptual analysis of the problems of education in terms of contemporary educational practice. (Staff, Fall, offered alternate years)
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3.00 Credits
The public school system of today-its organizational style, systems of values and meanings, and social relationships and conflicts-is the present manifestation of historical trends. This course takes a critical look at how the schools came to assume their particular character and functions in contemporary society by tracing the roots of school back to the colonial period.. The course attempts to make sense of a number of contemporary educational issues, conflicts, and trends of historical developments. (Staff , offered occasionally)
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3.00 Credits
This is a survey of the major theories of human development. Topics include the progression and determinants of the development of personality, intelligence, language, social competence, literacy, and artistic and music ability. Readings are taken from works by Freud, Erikson, Piaget, Gardner, Gilligan, and others. (Staff, offered annually)
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3.00 Credits
The intent of this course is for students to develop a thorough understanding of and sensitivity to children and youth who experience disabilities. The course examines the following questions: How does society determine who has disability What impact does labeling have on children's lives How special is special education What are the various disabilities children experience How do children with disabilities fit in the mainstream of American life Disabilities will be explored from a variety of perspectives (family, social, legal, education, etc.) There is a service learning component to this course. (Kelly, Fall, offered annually)
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3.00 Credits
This course examines the spaces where school, youth, and popular culture intersect. It looks at the ways popular culture and education oppose each other and investigates reasons why. Since young people are often at the center of this disconnect, students explore how they shape and reflect popular culture, how the meaning of youth shifts over time, how they use popular culture to learn, and how they negotiate disconnects between their lived experiences outside of school and what goes on in school. This course also looks at the multiple ways youth and teachers are constructed in various pop culture forms. Students examine how markers of identity like, race, class, gender, ability, age and sexuality are represented and what this means for educational practice and policy. (Banks, Fall, offered alternate years)
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3.00 Credits
Storytelling is the oldest form of teaching; knowing how to marshal words, voice, gestures and sense to steer an audience's collective imagination is still a useful part of any communicator's competence. The scholarship concerning story and the oral tradition is hefty and interesting. In this course students develop and refine their skill as story tellers, as they consider dozens of stories from many traditions, and read scholarly analyses of the oral tradition. Students perform several stories in the course of the semester, both in class and for out-of-class audiences. The course is intended to fulfill a performing arts goal. Typical readings: Campbell , The Hero With 1,000 Faces ; Hearne , Beauties and Beasts ; Luthi , The European Folktale ; MacDonald , Storyteller's Start-Up Boo k; Bettelhei m, The Uses of Enchantmen t; Rodar i, The Grammar of Fantas y; Zipe s, The Brothers Grim m; Yole n, Favorite Folktales From Around the World. (Templ e, offered occasionally
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3.00 Credits
This course provides an introduction to the complexities and controversies surrounding Autism Spectrum Disorders. The course begins with an examination of behavioral, social, language, and cognitive characteristics of Autism, Aspergers, and other conditions referred to under the umbrella of Pervasive Developmental Disorders. The controversy surrounding possible causes of autism is discussed. The course also involves an in-depth study of research regarding current educational and behavioral intervention strategies for Autism, including the controversies surrounding various treatment approaches. (McCabe, Fall, offered alternate years)
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3.00 Credits
Contemporary society-through the sciences, many jobs, industries, health issues, economic theories, and technologies-depends upon mathematics and quantitative literacy. Mathematical knowledge has also been part of human culture since the earliest civilizations. Being more informed about mathematics education helps students be more responsive to contemporary educational issues. Student interest determines topics selected from: effective pedagogy, the cognitive nature of mathematical problem solving, the roles of mathematics in education and society, state and federal standards, comparative education, curriculum, assessment, and equity. Crosslisted with Cognition, Logic and Language. (Kehle , Spring, offered alternate years)
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3.00 Credits
This course is an overview of historical perspectives of disability and special education using a social justice paradigm for analysis. This course has a larger goal of deconstructing concepts of normalcy and deviance as social and educational mechanisms. In addition, this course focuses on the historical significance of: the evolution of the specific terms and labels in the special education and special service fields as related to religious, social/cultural, medical, psychological and educational fields; past and present philosophies related to educational definitions, labeling issues and identification of individuals with disabilities; past and current factors that influence the overrepresentation of culturally and linguistically diverse individuals in special education programs; historical legal treatment of individuals with disabilities; current legal mandates and policies that influence special education programs; social movements and their influence on perspectives toward deviancy within our society; special education and its impact on the field of education. (Pliner, Spring, offered annually)
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3.00 Credits
This course explores multiple theoretical spaces that surround the concept of social class in the U.S. It examines the many ways histories, biographies, and societies intersect to inform economic relationships and institutions like schools. This course investigates social class in a variety of contexts and as lived experience. It differentiates between systemic and individual responsibility, recognizing that each stance is represented in social and political discourse. Students pay close attention to how identity markers like race, ability, sexuality, and gender intersect with social class to form complex layers that infiltrate policy and pedagogy at all levels of schooling. (Banks, Fall, offered alternate years)
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