Courses

  • EDUC 100: Will This Be on the Test? Standardized Testing and American Education

    How and why have standardized tests become so central to our educational system? This seminar will explore the following topics, among others--the invention of standardized tests and the growth of the testing industry; psychometrics (the science of mental measurement); and the controversies surrounding the use of standardized tests, including charges that they are culturally biased and do not positively contribute to student learning. Our analyses will be informed by a close examination of authentic testing materials, ranging from intelligence tests to the SAT. 6 credit; Argument and Inquiry Seminar, Writing Requirement, Intercultural Domestic Studies; offered Fall 2017 · J. Snyder
  • EDUC 110: Introduction to Educational Studies

    This course will focus on education as a multidisciplinary field of study. We will explore the meanings of education within individual lives and institutional contexts, learn to critically examine the assumptions that writers, psychologists, sociologists and philosophers bring to the study of education, and read texts from a variety of disciplines. What has "education" meant in the past? What does "education" mean in contemporary American society? What might "education" mean to people with differing circumstances and perspectives? And what should "education" mean in the future? Open only to first-and second-year students. 6 credit; Social Inquiry, Writing Requirement, Intercultural Domestic Studies; offered Fall 2017, Winter 2018, Spring 2018 · A. Chikkatur, K. Wegner
  • EDUC 225: Issues in Urban Education

    This course is an introduction to urban education in the United States. Course readings and discussion will focus on various perspectives in the field in order to understand the key issues and debates confronting urban schools. We will examine historical, political, economic, and socio-cultural frameworks for understanding urban schools, students and teachers. Through course readings, field visits and class discussions, we explore the following: (1) student, teacher and researcher perspectives on urban education, (2) the broader sociopolitical urban context of K-12 schooling in cities, (3) teaching and learning in urban settings and (4) ideas about re-imagining urban education.

    6 credit; Social Inquiry, Intercultural Domestic Studies; not offered 2017–2018
    Extended departmental description for EDUC 225

    Course Syllabus

  • EDUC 234: Educational Psychology

    Human development and learning theories are studied in relation to the teaching-learning process and the sociocultural contexts of schools. Three hours outside of class per week are devoted to observing learning activities in public school elementary and secondary classrooms and working with students. 6 credit; Social Inquiry; offered Fall 2017 · K. Michel
    Extended departmental description for EDUC 234

    Course Syllabus


  • EDUC 245: The History of American School Reform

    This course explores major issues in the history of school reform in the United States, with an emphasis on the twentieth century. Readings and discussions examine the role of education in American society, the various and often competing goals of school reformers, and the dynamics of educational change. With particular focus on the American high school, this course looks at why so much reform has produced so little change. 6 credit; Social Inquiry, Intercultural Domestic Studies; offered Spring 2018 · J. Snyder
    Extended departmental description for EDUC 245

  • EDUC 250: Fixing Schools: Politics and Policy in American Education

    How can we fix American public schools? What is "broken" about our schools? How should they be repaired? And who should lead the fix? This course will examine the two leading contemporary educational reform movements: accountability and school choice. With an emphasis on the nature of the teaching profession and the work of foundations, this course will analyze the policy agendas of different reform groups, exploring the dynamic interactions among the many different stakeholders responsible for shaping American education.

    6 credit; Social Inquiry, Intercultural Domestic Studies; offered Fall 2017 · J. Snyder
    Extended departmental description for EDUC 250

  • EDUC 254: Teaching Exceptional Students

    This course considers the identification, planning, non-discriminatory testing and instruction of exceptional students. The course includes the topics: the needs and rights of exceptional students, speech/language impaired students, hearing impaired students, visually impaired students, physically impaired students, gifted and talented students, learning disabled students, and emotionally disturbed students. Prerequisites: Educational Studies 234 3 credit; Does not fulfill a curricular exploration requirement, Intercultural Domestic Studies; not offered 2017–2018
    Extended departmental description for EDUC 254

    Course Syllabus

  • EDUC 260: The Politics of Teaching

    Teaching is a political act. Each decision a teacher makes has the power to reinforce or disrupt dominant social hierarchies. In this course, we will explore this premise to understand how teachers navigate power and politics in and out of their classrooms. Students will read educational research in critical pedagogy and critical policy studies, interact with guest speakers, and take field trips to meet teachers in their classrooms. Topics may include racial justice, climate change, and teachers’ unions.

    6 credit; Social Inquiry, Intercultural Domestic Studies; offered Winter 2018 · K. Wegner
  • EDUC 338: Multicultural Education

    This course focuses on the respect for human diversity, especially as these relate to various racial, cultural and economic groups, and to women. It includes lectures and discussions intended to aid students in relating to a wide variety of persons, cultures, and life styles. Prerequisites: 100 or 200-level Educational Studies course or instructor permission 6 credit; Social Inquiry, Intercultural Domestic Studies; offered Spring 2018 · A. Chikkatur
  • EDUC 340: Race, Immigration, and Schools

    This course explores the important role that public schools have played in the American national imagination as the way to socialize students about what it means to be American and to prepare them to participate as citizens in a democracy. Focusing on two periods of high rates of immigration into the United States (1890-1920 and 1965-present), the course examines how public schools have attempted to Americanize newly arrived immigrant children as well as to socialize racial minority children into the American mainstream. While most of the readings will focus on urban schools, the course will also consider the growing immigrant populations in rural schools through readings and applied ACE projects. Prerequisites: 100 or 200-level Educational Studies course or instructor permission 6 credit; Social Inquiry, Intercultural Domestic Studies; offered Fall 2017 · A. Chikkatur
    Extended departmental description for EDUC 340

    Course Syllabus

  • EDUC 344: Teenage Wasteland: Adolescence and the American High School

    Is adolescence real or invented? How does the American high school affect the nature of American adolescence? How does adolescence affect the characteristics of middle and high schools? In addition to treating the concept historically, this interdisciplinary course focuses on psychological, sociological, and literary views of adolescence in and out of the classroom. We will also analyze how adolescence is represented in popular culture, including television, film, and music. Prerequisites: 100 or 200-level Educational Studies course 6 credit; Social Inquiry; not offered 2017–2018
    Extended departmental description for EDUC 344

    Course Syllabus

  • EDUC 353: Schooling and Opportunity in American Society

    This course is concerned with both the role of schools in society and the impact of society on schools. It deals with race, ethnicity, sex, social class and other factors which influence school achievement, and also examines the widespread assumption that the expansion of schooling can increase equality of opportunity in society. Prerequisites: 100 or 200-level Educational Studies course or instructor permission 6 credit; Social Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; not offered 2017–2018
    Extended departmental description for EDUC 353

    Course Syllabus

  • EDUC 355: Student Teaching

    Fulltime teaching in middle and high school under supervision. Prerequisites: 13th term teacher licensure candidate, special methods in teaching area, and instructor permission 6 credit; S/CR/NC; Does not fulfill a curricular exploration requirement; offered Fall 2017 · K. Wegner
    Extended departmental description for EDUC 355

    Course Syllabus

  • EDUC 356: Student Teaching

    Fulltime teaching in middle and high school under supervision. Prerequisites: 13th term teacher licensure candidate, special methods in teaching area, and instructor permission 6 credit; S/CR/NC; Does not fulfill a curricular exploration requirement; offered Fall 2017 · K. Wegner
  • EDUC 386: Pre-Student Teaching Practicum: Teaching Reading in the Content Areas

    This course is required for all students pursuing teacher licensure, regardless of content area. The course provides a theoretical and practical foundation for helping secondary teachers learn to provide specific instructional support for secondary readers. The course will cover instruction in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Theoretical instruction will be combined with a clinical tutoring experience. This course also prepares students for their student teaching placement by providing licensure candidates with an opportunity to work directly in schools and community organizations related to schools and to reflect on that experience in a classroom setting.

    Prerequisites: Senior Teacher Licensure Candidates 3 credit; Does not fulfill a curricular exploration requirement; offered Spring 2018 · C. Oehmke
    Extended departmental description for EDUC 386

    Course Syllabus

  • EDUC 395: Senior Seminar

    This is a research and design seminar for educational studies concentrators. It focuses on a contemporary issue in American education. Recent seminars have been on educational reform and reformers, service learning, literacy leaders in education, education and the emotions, and personal essays about education. Some off campus work with public school students and teachers is an integral part of the seminar.

    Prerequisites: Educational Studies minor or instructor permission 6 credit; Does not fulfill a curricular exploration requirement; offered Spring 2018 · J. Snyder
    Extended departmental description for EDUC 395

    Course Syllabus