Course Catalog

Through their practice with Intergroup Dialogue in the context of four social studies disciplines, interns learn key orientations and skills needed to realize bell hooks' vision by (a) understanding social and historical issues that shape students in their classrooms and (b) framing education - in this case, social studies - as liberatory. This course foregrounds learning the orienting framework and practices of Intergroup Dialogue and ways of thinking across social studies disciplines (civics/political science, economics, geography, history) while delving into pedagogy to support civic discourse, inquiry and investigation, deliberation of multiple perspectives, decision making and action.

This course focuses on how to teach civic engagement, four major disciplines of social studies, and the early childhood foundations for these understandings. This course emphasizes four core teaching practices to support inquiry, investigation, and discourse: eliciting and interpreting student thinking, setting up and managing small group work, leading discussions, and explaining and modeling content/practices/strategies. This course foregrounds pedagogy and extends interns’ learning about the subject they teach through assignments grounded in interns’ field placements.

Prerequisites: Concurrent or previous election of EDUC 391 or equivalent.

Investigates general and specific instructional objectives in the secondary school social studies curriculum, trends in methods, materials and their uses, provisions for individual differences, evaluation of pupil progress, and procedures useful for curriculum construction and improvement. Examines pertinent contributions from research.

This is a required methods course for Teacher Education students minoring in history or a social science. It builds on methods courses in other content areas by focusing on purposes, and pedagogical practices essential for helping secondary students learn social studies.

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 634.

Examines national, state, and local curriculum standards for elementary social studies; the relationship between social science disciplines and the elementary curriculum; multicultural perspectives on teaching and learning, and the effects of curricular, instructional, and assessment patterns on children’s understanding of social studies concepts and methods. Students also will learn to review and critique studies on social studies teachers’ practices and children’s learning.

Prerequisites: Concurrent election of EDUC 307

An examination of the practical issues surrounding English instruction in secondary school. Designed for prospective teachers of English.

Addresses characteristics of student exceptionalities, principles and practices for effective planning, instruction, and assessment of all elementary students, as well as legal, ethical, and professional responsibilities of the elementary classroom teacher.

Undergraduate or Graduate credit. Repeatable for 3 credits.

This is a course designed to bring together understandings of current trends and research around digital technologies and how these studies can be put into practical use for learning across the PK-6 academic subjects: mathematics, science, language arts, literacy, social studies, and the arts. We will examine the complexities between technology, teaching and learning. We will look at technology from multiple perspectives to assess its potential benefits and challenges to different audiences. We will integrate foundational theories from literacy, assistive education and multicultural education while we are considering all the facets of integrating technology in PK-6 classrooms. Given the speed of change in technology, we will emphasize the affordance of new and developing educational media, online and blended learning, mobile learning, social networking, as well as more traditional classroom tools.

Repeatable for 3 credits.

Addresses characteristics of student exceptionalities, principles and practices for effective planning, instruction, and assessment as well as legal, ethical, and professional responsibilities.

Undergraduate or Graduate credit. Repeatable for 3 credits.

This is a course designed to bring together understandings of current trends and research around digital technologies and how these studies can be put into practical use for learning across the secondary academic subjects: mathematics, science, language arts, English language arts, world languages and social studies. We will examine the complexities between technology, teaching and learning. We will look at technology from multiple perspectives to assess its potential benefits and challenges to different audiences. We will explore how secondary teachers develop blended classrooms through virtual teaching tools. Given the speed of change in technology, we will emphasize the affordance of new and developing educational media, online learning, mobile learning, social networking, as well as more traditional classroom tools.

Repeatable for 3 credits.

This course offers opportunities to engage in critical approaches to policy analysis, intentionally examining issues of inequality and power in relation to US public schooling. Drawing on multiple disciplines and research methods, students will analyze policy design, implementation, and outcomes at the local, state, national levels. Students will explore historical, political, economic, and social forces shaping education policy, evaluating how policies promote or limit opportunity for diverse student populations.

This course centers on the ways in which educational systems contribute to conflict and division, as well as to post-conflict reconstruction and stability. We will cover theories of conflict, peacebuilding, and justice frameworks. Through global case studies, we will examine the relationship between education, identity, poverty, and violence.

The Education Media Lab is a collaborative learning space. Students will receive direct instruction in several Adobe software titles including: Audition, Photoshop, Illustrator, InDesign, and Premier. Students will learn about the principles of design-thinking and apply these skills to collaborate in the development of media projects from pre- to post-production.

Based on research on equitable teaching practices, this course focuses on communicating with diverse individuals and audiences, listening across difference, supporting learning in diverse domains, assessing learning and impact, giving feedback, designing and leading meetings and convenings, using artifacts and texts, and attuning the work to participants’ experiences and identities.