Course Catalog

Explores new topic areas, which may vary each time the seminar is offered, according to mutual interest of a limited number of students with one or more faculty members. Often the seminar is generated by a group of interested students and the resulting material is incorporated into existing courses or leads to development of new courses.

May be elected more than once.

Examines contexts in which preservice teacher education takes place and the rationale for employing those contexts. Explores historical and contemporary debates about the appropriateness of these contexts, examines current research and positions regarding them, and investigates new directions and alternatives. Topics may include the place and nature of university- and school-based teacher education sites; formal and informal learning environments; social, political, and community contexts; and field experiences.

Explores instructional/pedagogical approaches to the preparation of prospective teachers. Presents scholarship and research for critical examination and analysis of methods of educating prospective teachers. Topics may include instructional processes, organizational structures, delivery systems for curriculum, and inquiry and reflection strategies.

Examines policy, scholarship, and research relevant to the professional development of teachers. Considers the relationship between the means employed and the ends achieved in the preparation of teachers. Topics may include teacher beliefs, teacher socialization, the relationship between psychological development and professional development, and the influence of cultural identity on teacher preparation in a multicultural society.

Examines and investigates issues related to teacher education as a field of inquiry. Explores how current research agendas might be enhanced and new research agendas created. Topics may include themes and issues in teacher education research; research on teacher education programs, curricula, faculty, and students; and research on student knowledge and beliefs.

Prerequisites: Permission of instructor.
 
A seminar dedicated to linking theoretical issues in practice to problems confronted by students in their field settings. Emphasis will be placed on developing critical assessments of current literature, evaluation of practice performance, and the formulation of reflective modes of thought. Students must be placed in a supervised field setting.

Prerequisites: Permission of instructor.
 
Intended primarily for CSHPE Ed.D. students, who are required to have a career-related professional practicum. Building on relevant literature in higher education and other fields, students are expected to analyze the successes and failure that they observed in practice and make recommendations for improvement.
 

Investigates problems facing postsecondary education and other educational efforts internationally, using comparative methods and other pertinent techniques; different topics, such as adult literacy, cross-cultural transfers, and ways of reaching diverse populations, may be treated each time the course is offered.

History of research on teaching; process-product research, studies of instructional decision making and teacher thinking and approaches to the study of instructional practice and the factors that influence it; research on effects, tools and measures of instruction.

The study of teaching and learning mathematics in classrooms. Historical and comparative analyses of practice, approaches to the study of instruction; and theoretical and scholarly perspectives on instruction; how these perspectives influence conceptions of and approaches to teacher development.
 

Research on children’s and adult’s understanding and reasoning in mathematics; alternative perspectives on how children and adults learn mathematics; traditions of theory and research on mathematical thinking and performance, including cognitive, constructivist, sociocultural and situated perspectives; historical development of research on mathematics thinking and learning.

Prerequisites: Graduate standing.
 
Introduces students to concepts and theories that underlie scholarship and frame practice in academic and student affairs. Special attention is given to teaching-learning environments and the factors that shape them, such as societal pressures, organizational cultures and structure and characteristics of the individuals who participate.

This seminar offers PhD students a space for in-depth reading and discussion on scholarly topics. Guided by a faculty member, students form reading groups, develop reading lists, and engage critically. The course fosters interdisciplinary understanding and expertise in students' specializations. Repeatable with variable credit.

This course introduces fundamental issues in educational equity and the complexities of addressing and disrupting inequities through a field-based umbrella project. The Lab comprises the field-based umbrella project. The Studio is a creative space that introduces theoretical frameworks and tools to help meaningfully frame and explore educational equity problems.

Doctoral student participation in a research project to experience the conduct of research from multiple and/or methodological perspectives. Experience should total 150 hours over one or multiple semesters.

May be elected more than once for a total of 9 hours.