Course Catalog

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 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.

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.

Students serve as mentors to a worldwide network of middle school and high school student participants in a cultural issues forum linked to vicarious travel. As the forum participants respond to reports from various global settings, mentors seek to deepen, challenge and honor student thinking, and to help forum participants make connections to their own lives. Mentors learn about the country being explored, develop curriculum for use by network teachers, and participate in ongoing reflection on the teaching and learning dimensions of their mentoring work.

Prerequisites: Permission of instructor.

Students serve as teaching mentors for a web-based character-playing simulation involving high school and middle school students on a worldwide network, and they themselves also research and portray historical figures. The Place Out Of Time simulated trial is different every term, but mentors and students are always presented with a contemporary problem that they must think through in the role of their characters, one that frames an array of social, political, cultural and moral questions. Mentors are active participants in a dynamic, writing-intensive enterprise that is aimed at enlivening the study of history through juxtaposing historical perspectives and sensibilities. The course employs purposeful "play" to frame a hands-on teaching experience that is supported by extensive in-class and written reflective work. (Meets together with MENAS 591-002)

This course is linked to a web-based simulation that engages high school students worldwide in exploring the Arab-Israeli conflict through portraying current political leaders and representing stakeholder nations. Course participants facilitate this diplomatic simulation, working closely with the simulation participants to offer a window into the diplomatic process. Course participants learn about the contemporary politics of the region, and work in teams as gatekeepers and facilitators, helping their student mentees to thoughtfully assume a character, and to think and write purposefully and persuasively. The course is a hands-on teaching experience that is supported by extensive in-class and written reflective work. (Meets together with MENAS 591-001)

Comprises supervised reading, research, or other inquiry regarding higher and continuing education.  This offering is primarily targeted for upper-division undergraduates and introductory in nature for master’s level graduate students.

Undergraduate students who wish to register with a Marsal School professor in an independent study are required to submit an Undergraduate Independent Study Agreement form.
 

An introductory seminar focused on current issues and topics in higher education.  Accordingly, the topic and instructor may vary each time the seminar is offered. This seminar is primarily targeted for upper-division undergraduates and master’s level graduate students.

The capstone course provides students with the opportunity to consider their experiences across all courses completed and reflect on how the totality of these experiences informs their thinking about the role of education in the empowerment of children, youth, and/or adults.

The history, development and logical foundations of the real number system and of numeration systems including scales of notation, cardinal numbers and the cardinal concept, the logical structure of arithmetic (field axioms) and their relations to the algorithms of elementary school instruction.

Crosslisted with MATH 485.

Topics concerning professional issues and methods in education. Topics change each term.

Credit Hours: Undergraduates 0.5-6; Graduates 0.5-6

Prerequisites: Graduate standing.

Provides key theoretical underpinnings to research and instruction in literacy. Investigates current theories of reading/literacy and their historical roots as well as current trends in practice. Ties these trends in practice to the question: “What is typical and atypical development and how does context affect judgments about typicality and atypically?”

Focuses on the child in her or his own varying life contexts, including home, school, clinic, and community. Studies the ways individual children who are experiencing literacy problems understand and express their knowledge of literacy within and across these contexts. Uses this portfolio of information in the design of effective interventions and assessments for young children in their classrooms.