Course Catalog

This course focuses on children's and adolescent illustrated texts—including picturebooks, comics, and graphic novels—in elementary, middle, and high school learning contexts. Multiple theoretical and pedagogical aspects will be explored throughout the course, with a focus on the changing position of visual and multimodal literacies in this era of political, cultural, and social change.

In EDUC 225, students will examine the social, cultural, and emotional experiences of Black and Latinx youth, the unique challenges they face within urban and segregated schools, and the relationships, cultural assets, and psychological mindsets that help them thrive despite marginalization. EDUC 225 is a hybrid course that includes both a seminar and a fieldwork component. The seminar will include course readings, analysis, and discussions on the above issues. In the fieldwork component, students, equipped with the knowledge and skills from the seminar, will serve as mentors for Black and Latinx adolescent boys at a local middle school to co-construct and implement character development curriculum (i.e. THREADS) that affirms the adolescent mentees and reinforces them with strategies to navigate the rigors of their learning environment and social community. Working together as allies, the student-mentors, and the mentee-boys will strategize culturally sustaining mentoring to work towards developing positive future goals, socio-emotional behaviors, and healthy racial-ethnic identities.

This course will take an academic approach to Name, Image & Likeness covering the following topics:
 

• Explore the historical aspects of college athletics, specifically focusing on compensation, growth, oversight, and issues related to race/gender inequity.
• Examine the funding model of college athletics, including key revenue sources such as conference distributions, brand licensing, apparel deals, and more.
• Analyze the challenges and opportunities presented by the introduction of NIL (Name, Image, and Likeness), considering other concurrent changes like the expanded transfer portal, conference realignment, and the momentum towards revenue sharing.
• Investigate the impact of emerging services from NIL such as Collectives, agents, investment advisors, as well as tax, law, and financial literacy services on college athletes.
• Assess the reactions and influence of external stakeholders tied to schools, such as fans, boosters, and donors, in response to NIL implementation.
• Examine relevant Federal rights and laws (Title IX, free speech, civil rights, IRS, Supreme Court) and their implications for NIL.
• Analyze the complexities of varying state laws, NCAA guidelines, and the process of reconciling them with other areas of oversight, and explore how these factors impact individual school policies.
• Explore the potential for additional athlete compensation through revenue sharing of TV, apparel, and media rights revenue, and evaluate its impact on the overall model of college athletics.
• Assess the overall impact, opportunities, threats, and new challenges faced by student-athletes, with a focus on understanding NIL implementation in both revenue and non-revenue sports.
• Speculate on the mid- and long-term future of college athletics, considering the challenges, influencing factors, and stakeholders discussed throughout the course.
   

This combined graduate/undergraduate seminar offers students the opportunity to explore and engage with global, interdisciplinary, theoretical frameworks of race, racism, and racialization derived from or utilized in educational research from the late 19th century through the 21st century.

This course meets with EDUC 543.

This combined graduate/undergraduate seminar offers students the opportunity to explore and engage with global, interdisciplinary, theoretical frameworks of race, racism, and racialization derived from or utilized in educational research from the late 19th century through the 21st century.

This course meets with EDUC 343.

This course is the required culminating course experience for Leadership and Policy students. The course is intended to help students to define specific professional goals and then to design the representations of their work that support those goals.

This course provides an introduction to leadership theory, with a focus on organizational leadership in instructional contexts. Integrating strategies and frameworks across disciplines to explore and identify moral and practical orientations toward leadership roles. Students will engage with a range of leaders and develop a written statement of leadership values.

Prerequisites: None

Why are videogames fun?  Why do so many students think that school isn't fun?  The answers are not as obvious as you might think.  Good games draw you in, teach you how to succeed, and keep you engaged with a "just right" level of challenge.  Most importantly, players learn while playing a well-designed game.  Why isn't school like that?  This class takes a close look at videogames, a close look at education, and considers ways that each can be improved to maximize learning and performance.  Core topics include motivation, engagement, learning theories, and learning environment design.
 

This course will provide an introduction to social network concepts and tools and how they apply to education and social policy, as well as how they apply to organizations. Topics include networks and power and influence, leadership, the use of research evidence, organizational climate and trust, organizational change, and policy advocacy/social movements.

This course explores how children explore our increasingly digital. Topics will center on artificial intelligence (AI) and its relationship with children’s cognitive and social development from early childhood to adolescence. Students will engage with both popular and academic multimedia sources, discussions, and activities to explore a series of topics throughout the semester including how children understand and interact with AI, whether children trust AI, and whether using generative AI tools influences child curiosity and creativity.

Explore leadership through fiction, reading adult, young adult, and children's literature to examine values, liberation, communication, trust, and decision-making. Reflect on personal leadership beliefs and craft a Personal Leadership Values statement to serve as a lasting guide for personal and professional growth. This course meets with EDUC 434.

This course supports each participant in building and organizing a personal knowledge base of published research and related resources for a scholarly agenda they choose to pursue, in critically evaluating the knowledge base for what can be learned and whose knowledge counts, and in using the knowledge base to support the learning of others.

This course builds on work completed in Reviewing Research I: Building a Knowledge Base to support participants in drafting a manuscript for a systematic review of research through individual mentoring and small group work.

This seminar is designed for advanced doctoral students who are engaged in writing a proposal, scholarly paper, dissertation, or research publication. Participants will make substantial progress on these writing projects while also further developing their writing and research skills. The class includes a weekly writing workshop and shared writing time.

Structured coursework, activities, and events designed to build critical literacies related to racism and settler colonialism.