|
|
|
|
|
|
|
|
|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
3.00 Credits
Changes in the church, society, public policy and family life are impacting Catholic schools. This seminar explores the main challenges and opportunities facing K-12 Catholic schools in the U.S. and offers a theological view of leadership, informed by scripture, church documents and recent history. Field work with Catholic educational leaders is required.
-
3.00 Credits
This course explores the multiplicity and complexity of race, ethnicity and culture in U.S. public education. Through its focus on the histories and contemporary realities of racial and ethnic groups in the United States, we will develop critical knowledge about the contingent, layered, and contested development of educational policies, institutions, and curricula. We will achieve this, in part, by examining the interplay of various racial and ethnic groups, numerous and sometimes competing interests, and the impact of power, history and place upon public education. Through an exploration of these complex relationships, students will not only develop a stronger foundation in the politics and history of race and ethnicity in public education, but will also engage in more nuanced and critical analyses of contemporary issues. The goal of this course is to provide students with the tools necessary to critically and thoughtfully engage in and contribute to discussions and behavior that will support successful, affirming and healthy public education for all children.
-
3.00 Credits
This course is motivated by two key questions: "Does the prevailing distribution of literacy conform to standards of social justice?" and "What social and educational policies might promote such standards?" These questions will guide our study of urban schooling since the landmark case; Brown v. Board Of Education (1954,1955) initiated a move toward the desegregation of schools in the US. We will examine the contemporary scene of urban schooling, particularly the intersections of poverty, race, and culture. This is an education-focused course.
-
1.00 - 3.00 Credits
This Community-Based Research (CBR) in Education course is focused on one community issues: lack of parent involvement in local urban schools. Like CSI forensic members, we will be working collaboratively with community members (parents, teacher, administrators, South Bend Community School Corporation students) to determine how to improve parent involvement. Students in this course will be formulating a literature review, creating surveys and interview protocols, collecting data at multiple school sites, and analyzing data to create a final research report for the local school corporation. Although previous research experience is helpful (but not necessary), an interest in educational issues is required.
-
3.00 Credits
One of the most beloved storytellers of the 20th century, JRR Tolkien, contemplates the power of stories within his masterwork, The Lord of the Rings. Resting for a while on the road to Mordor, Sam and Frodo find a measure of solace and purpose as they ruminate together on the nature of "the tales that really mattered, the ones that stay in the mind." Shakespeare also acknowledges the power of story, albeit in a different sense, when he has Hamlet assert: "The play's the thing/Wherein I'll catch the conscience of the king." Central to this course is our study of two great writers of the English tradition, Shakespeare and Tolkien. We will read and discuss works that "stay in the mind" - Romeo and Juliet, Hamlet, King Lear, and The Lord of the Rings. In one sense the contemporary classroom will be our own! Yet we will also study these works in the context of contemporary education, one in which, for example, English teachers find that many of their students either complain about reading or choose not to read much at all, at least in part because they lack the skill and patience to read long or difficult texts. So as we study Shakespeare and Tolkien, we will do so with attention to questions about the purpose of literature, issues of literacy, and the challenges and opportunities of teaching literature in the contemporary classroom.
-
3.00 Credits
Students will examine issues of educational equity and achievement in the United States from 1950 to the present. The course begins by framing these issues in terms of social and cultural processes, using an anthropological perspective. Students then will examine issues of educational equity in relation to long-established patterns of social stratification by race, ethnicity, and class at the dawn of the Civil Rights era. Studies evaluating these efforts will be reviewed, and contemporary efforts to promote equity and excellence will be examined in relation to what has been learned from past efforts. This is an education-focused course.
-
3.00 Credits
In this course, students learn how knowledge and understanding of developmental psychology inform professional practice in schools for pupils with severe and profound learning disabilities. The course examines how children with severe developmental disabilities come to understand their world and how teachers and other school-based professionals devise programmes to meet children's very individual needs. The course is based at Riverside School (formerly called Rectory Paddock School), a State school for young pupils with severe learning disabilities. Each week, students spend time with pupils and professionals in classrooms. This practical focus is followed by a class that treats such topics as Severe and Profound Learning Disabilities; the Autistic Spectrum; Language and Communication, Children with Complex Health Needs; Challenging Behaviour; Multidisciplinary Therapeutic Practice; and Integration. Students have opportunities to meet with parents and families of young people with disabilities.
-
1.00 Credits
This internship is designed to provide an experience that will broaden students' knowledge of teaching and learning through field experience in local K-12 classrooms. Students will spend 3 hours each week in the classroom. The hours are flexible. Students need not be ESS minors to enroll in the course. Academic work includes occasional reflections and short readings.
-
3.00 Credits
To think historically about the contemporary educational processes, the class permits students to reflect over the changing character of the current profession. The social, institutional and subjective contexts are, in this sense, important elements to analyze. In this way, students are permitted to analyze tendencies, ideas, actors, and projects that have transcended time and have resonated up to our time, helping the comprehension and elaboration of proposals of the actual educational reality. Equally important is the contribution to the construction of a professional identity. To stop in the educational experiences of the past, analyze them critically and explain them emphatically gives origin to a reflective scene about what professors should do, their discourses, identities, tensions, and propositions. The past experiences invite us to understand the present and also to plan the professional work of the future. This course seeks to analyze and reflect from the perspective of the history of education, the educational process most relevant to the contemporary history. We will start with a general panorama of the educational evolution in western history and later focus on the Latin American processes, and in part the history of Chilean education. Consequently, the study of Education in Our Time contains a projective sentiment that permits future educators to learn that education is an interdependent process and a collaborator in the construction of their historical reality.
-
3.00 Credits
Taught as PS 221 at host institution. Follows the development of the child through adolescence with emphasis on the complexity and continuity of psychological development The course will emphasize the interaction and interdependence of the various systems: biological, genetic and environmental, as well as the interaction and interdependence of cognitive and social factors in the various stages of development from the prenatal period through adolescence. Particular attention will be placed on attachment theory, the development of the self and possible pathological outcomes of faulty development. Prerequisite: PS 101.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Privacy Statement
|
Terms of Use
|
Institutional Membership Information
|
About AcademyOne
Copyright 2006 - 2025 AcademyOne, Inc.
|
|
|