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Course Criteria
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3.00 Credits
This course seeks to critically examine the interaction and integration of language, culture and identity as they impact educational practices. The course will provide a broad introduction and overview of linguistic and cultural theory as they relate specifically to routines of socialization and interaction in the construction and maintenance of identity. Although much of the course will be devoted to American cultural contexts - particularly in the area of educational practices - our focus will be decidedly multicultural/lingual in scope. Topics will include language politics & policy, models of sociolinguistic interaction and variation, linguistic and cultural variables of developmental socialization, linguistic standardization, approaches to bilingual instruction, and a broad array of sociocultural influences on educational practice - in addition to many others. While some course content will require careful analysis of various theoretical considerations, the thrust of our curriculum will move beyond the conceptual in order to address discrete issues of application and evaluation. As such, we will draw on contemporary illustrations of course material whenever possible and incorporate both outside fieldwork and guest speakers to elucidate the real-world impact of language, culture and identity on education.
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1.00 Credits
ESS 30611 is a one credit seminar for students who are tutoring in the South Bend community. This seminar will provide tutors with an opportunity to explore the social, economic, and cultural forces that influence the lives of their students. Tutoring in the Community will give tutors the tools they need to analyze beliefs and pedagogy, improve instruction, and foster development in South Bend school children in need.
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3.00 Credits
The purpose of this course is to examine the history of education in America from around 1800 to the present in order to better understand the varied meanings Americans have attached to education during that period. Consequently, the course seeks to treat American educational history within the context of American intellectual, political, religious, and ethnic history. The course will be conducted as a seminar, which means that the course will be heavily geared toward reading and discussion of both primary and secondary source materials.
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3.00 Credits
Creativity is traditionally considered a valuable classroom commodity in teachers and students--but how is it fostered? Why is creativity associated with gifted students? Is it possible for creativity to flourish in an era of mandated curriculum and an emphasis on proficiency testing? What academic experiences inspire your creativity? To investigate these questions, we will examine theories of creativity, and apply them to examples of learning and instruction. The course content will also include articles on integrating work and play in classroom environments as well as the development of talent. This is an education-focused course.
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3.00 Credits
Educational Psychology examines questions about development, learning and achievement in schools. In this course we will explore fundamental questions such as (a) What is intelligence? Is it fixed or changeable? What are the implications of conceptions of intelligence for achievement? (b) How does learning occur? What are the implications of different theories of learning? Is there a "correct" theory of learning? Does learning differ in different subject areas? (c) What motivates student learning? Can instruction be "motivational"? (d) What is "good" instruction? How do theories of learning relate to instructional practices? (e) How do aspects of school context, such as interaction with peers and teachers, and school culture, influence learning, motivation and achievement?
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3.00 Credits
Catholic elementary and secondary schools contribute to the common good of civic society while advancing the evangelical mission of the Catholic Church. This course focuses on the historical successes of Catholic schools in the USA, surveys current research, and analyzes trends in theology, history, and philosophy that have shaped the current structure of the K-12 Catholic school system. Requirements include a field-based experience in a local Catholic school.
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3.00 Credits
This course will provide an overview of the major political processes, structures and issues in education. We will analyze the nature of policymaking in education and discuss the roles of the various participants in the decision-making process. In addition, we will critically analyze the language of educational policies and the impact that these policies have on various stakeholders. Finally, we will examine the roles that legislation and courts have in shaping education policy.
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3.00 Credits
We live in an age when there is great optimism about the power of education to influence the wellbeing of individuals, communities, and nations. Parents see education as a way for their children to improve their lives by building an understanding of their own place in the world. It is also the principal means by which young people can establish a competitive advantage in the labor market. While it might appear that little has changed in education - students still walk through school gates and university lecturers still speak to rooms of undergraduates - economic, political, and social shifts over the past thirty years have fundamentally altered the nature and prospects for education. This course seeks to assess critically these fundamental shifts in our society. Students will develop a broad understanding of the global context of both the causes and effects of these changes. Also, students will develop the capacity to assess the extent to which, as Basil Bernstein famously asked, education can compensate for society.
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3.00 Credits
This course provides an introduction to the central issues in the field of cognitive development. It will cover (a) general frameworks for studying cognitive development, (b) key questions in the field, and (c) specific topics such as conceptual development, memory development, language development, and the development of mathematical understanding. The primary focus will be on cognitive development from infancy to adolescence. Students will be expected to synthesize and evaluate material presented in lectures, readings, and class discussions.
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3.00 Credits
If good teaching is truly an art and a science, how can education value and promote both? Can accountability and creativity co-exist in the same classroom? To answer those questions, we'll examine some shapes that traditionally appear in schooling's "coloring books", e.g., curriculum, pedagogy, assessment. Then we will study how individuals in classrooms and school systems are using their "colorful crayons" to transform those pre-designed images into innovative and effective forms of teaching and learning. Course prerequisite: enjoy coloring.
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