34 courses with the subject EDUC, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
EDUC 180Education & Society: The Philosophies, Politics, and Cultures of Learning4
EDUC 180 is an introductory survey course that explores the discipline of Educational Studies as a humanistic endeavor across time and geography. In this course students will engage with multiple, and sometimes contradictory, philosophical perspectives about the purpose of education in a given society. Students will have the opportunity to learn from all of the Educational Studies faculty members who each approach the discipline through distinct, yet overlapping, traditions, as well as guest speakers and practitioners. By the end of the course students should have a strong foundation through which to engage with Educational Studies as an academic discipline and an applied field of study and practice. The course will engage with formal, non-formal, and informal educational contexts through historical, sociological, and psychological lenses. This is a required course for all Educational Studies majors, and a pre-requisite for all 300 level courses. Every year.
This course provides opportunities to explore, reflect upon and contribute to life in contemporary urban classrooms. Weekly internships will be arranged allowing students to work closely with teachers, educational support staff and diverse young people of varied ages (kindergarten, elementary, or secondary levels). A weekly seminar session, readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. This course is offered as S/N grading only.
Across time and cultures, philosophers, educators and social reform advocates have engaged pedagogies of enlightenment to broaden horizons, heighten awareness, deepen understanding and inspire principled action, even in the darkest of times. In this 2-credit, largely experiential course, we will explore and reflect on a wide range of holistic approaches to teaching and learning-drawing from John Dewey, Paulo Freire, Rudolph Steiner and Maria Montessori in addition to Taoist, Buddhist, and indigenous educators-and then consider opportunities for principled application in contemporary educational settings. Throughout the semester we will also learn fundamentals of Tai Chi and qigong. S/N grading only. Fall semester only.
Cross-Listed as PSYC 220 An introduction to theory and research in educational psychology. Topics include learning theory, learner characteristics, intelligence, creativity, motivation, measurement and evaluation, and models of teaching appropriate for diverse learners from early childhood through young adulthood. Students are required to complete observations in classroom settings. Every semester.
EDUC 225Education, Community and Cultural Survival in New Orleans2
This two-credit, intensive, week-long January term course focuses on the continued efforts of New Orleans to restructure and redefine itself post-Katrina amidst various educational, ecological, economic and political challenges. The course provides students with the essential critical, historical and cultural framework through which to interpret various site visits, civic engagement and conversations with local leaders, activists and scholars in New Orleans. The course also invites students into collaborative engagement with schools, neighborhoods and communities, encouraging them to become active participants in the challenging conversations that engage New Orleans and so many cities in North America and across the globe. S/SD/N grading only. Participation restricted to Bonner Scholars. Frequency: Every January.
EDUC 240Race, Culture, and Ethnicity in Education4
Cross-Listed as AMST 240 This survey course will explore history, policy, and pedagogy as they relate to race, ethnicity, and culture as education. K-12 public education will be the primary focus with topics including desegregation, standardized testing, multi-cultural and ethnocentric pedagogy, the teacher’s role and experience, and significant historical events in education. The course will culminate by analyzing current trends and future expectations in education. Every fall.
EDUC 250Building Trust: Education in Global Perspective4
This course examines the role of Education as global phenomena. The course encompasses a comparative view of education around the world, as well as its role in International Development. We take it further, by analysis and critique, to understand education as a force for change in an inter-dependent, globalized world. Specifically, we will examine ways in which policies and practice either enhance or diminish efforts towards change that is inclusive, just, sustainable and effective in relieveing suffering, while expanding potential and capacity in those affected by social change. We take the position that, in order to be effective, building trust becomes a key to connectivity between people, groups, organizations and ideas where education, development and change are theorized and practiced. We will construct possible education frameworks around the idea of building trust, by analyzing socio-cultural issues of power, voice, silence, and discourse. (4 credits)
EDUC 251Cramming for the Exam: Education in Chinese Literature and History4
Cross-Listed as ASIA 251 and CHIN 251 China is known for its grueling examination culture. How did this culture evolve? This course examines the imperial civil service examination system, the benchmark of social and political success in imperial China. We will read the core texts of the Confucian curriculum - the Four Books and the Five Classics - to examine the values these texts promoted. We will also study frustrated scholars’ fictional accounts of the unfairness of the exam system, Europeans’ praise of it as a model meritocracy, and women’s struggles to participate in a system that explicitly excluded them. The course invites reflection on contemporary educational practices, and culminates in a recreation of the civil service exam. Offered occasionally.
This course explores the peril and promise of urban public education. Critical issues to be explored range from poverty and economic inequality, to challenges faced by recent immigrants and historically oppressed populations, to religious and political intolerance, to bullying and school violence, to school bureaucracy, administration and governance, to teacher unions and professional ethics, to urban education reform initiatives promoted by corporations, think tanks and foundations in contrast to those emerging in response to teacher/parent/student/community activism. Every spring.
EDUC 312Making Americans: The History of U.S Schooling4
No other social welfare institution in the United States (U.S.) is associated more with culture transmission, citizenship, and notions of public than its education system. It is the only social welfare institution in the U.S. that is compulsory from childhood to young adulthood. However, despite the educational system being so much of our lives, it is also the one we know the least about historically. This course will look at the history of public schooling in the U.S. from its pre-European colonial origins to the present day. We will look at the ways in which notions of culture, citizenship, and the very idea of what it means to be “American” have been discussed, debated, contested, and institutionalized in what is viewed as “our most precious institution.” Offered every year.
Cross-Listed as POLI 315 This advanced research seminar explores the politics and policy of K-12 education in the United States. Several theoretical lenses are explored and competing perspectives are advanced. The workload will be intense, akin to a graduate level course. Students will compose a 20-25 page original research paper on an education topics of their choice.
Sophomore standing; previous coursework in American politics or public policy as well as research methods is recommended. Alternate spring semesters. (4 Credits)
EDUC 330Philosophy of Education4
What is the nature and purpose of education? In what ways should educational institutions support, challenge, or transform predominant social values? What is ethical educational policy and practice? Such questions are considered in light of a variety of philosophic perspectives. Students will define a personal philosophy of education and assess its implications for current educational theory and practice, in addition to their own educational development. Every spring.
EDUC 380Research Methods for Education and Advocacy4
This course provides opportunities for students to engage with research methods that promote inclusive, egalitarian, exploratory social inquiry aimed at enriching the quality of learning and life in schools and civic spaces. Pedagogical in addition to formal research applications are addressed, as are implications for development and change on personal to organizational to societal levels. Ethical dimensions of engaging children and youth, in schools and community settings, as research participants and as researchers, are also carefully considered. Every spring.
This course builds on prior learning in Educational Studies to deepen understanding of both the challenge and potential of teaching in urban schools. Focal topics include exploration dynamic learning environments for teaching children and youth with a variety of social, cognitive, economic, and cultural experiences. We will consider the evaluation, appropriate accommodations, and methods of instruction and assessment for students possessing a broad range of academic interests and aptitudes and varied forms of exceptionality. The course is grounded in a field experience (40 hour minimum) engaging students in learning from and contributing to a local classrooms at the grade level/subject matter area of their choice. The course culminates in the design of a curricular unit that reflects instruction aimed at higher order cognition and holistic child development. Course reserved for Educational Studies majors (Teaching/Learning Emphasis).
This senior capstone course explores the question: How can we educate to promote change toward more just, compassionate, and sustainable approaches to living and learning in a rapidly changing and increasingly complex world? We will consider contemporary barriers to and opportunities for systemic education reform and social transformation on local, national and international levels. We will then work both individually and collectively, on campus and in the community, to analyze specific social issues and reform strategies in addition to conceptualizing plans for principled social action.
