40 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 101The American School1.00
An introductory analysis of American education. Readings from varied texts provide exposure to cultural, political, historical, philosophical, and social foundations of schooling, contemporary problems, and the possible future of American education. Major/Minor Restrictions: None Class Restriction: No Junior, Senior Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges Core Component: None
An introduction to literacy processes and to teaching reading in elementary and secondary schools. This course is designed primarily for students in the Teacher Preparation Program. Students study theories of literacy and language acquisition, as well as critical literacy and new literacy studies. In addition to learning about the development of literacy skills (listening, speaking, reading, and writing), students explore a variety of approaches to the teaching of reading as practiced in schools and strategies of reading necessary to read in content areas. Teaching and learning strategies that are used for, and by, a variety of learners, including multilingual learners, emerging readers, resistant readers, and students with dyslexia and other disabilities are closely examined. This course satisfies up to 30 of the 100 required school-based fieldwork hours for students seeking teacher certification. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
An introduction to the development of human beings during the periods typically defined as childhood and adolescence. Privileging socio-cultural lenses, coursework complicates age-old and often sentimentalized views of childhood, which are also raced and classed. Through our close reading of ethnography, memoir, and fiction, students engage with the childhoods of immigrant children, children of color, and children living outside of the U.S. to gain a more complex understanding of how childhood is framed within other contexts and communities. Autobiographical knowledge is an important component of the course, and in particular
An examination of how the concepts of race, ethnicity, and culture play, have played, and continue to play a major role in the American educational system. Students study issues such as white supremacy, social justice, racial and ethnic identity, immigration, integration (desegregation/resegregation), race relations, socioeconomic inequality, language programs, and transformative education. In order to engage in critical dialogue, a wide range of educational research, theory, and policies concerning these issues are explored. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges Core Component: None
An introduction to foundational concepts, theories, and strategies of inclusive education, disability studies, environmental design, and behavioral supports. Students develop a critical understanding of ability/disability (including autism) in educational contexts and will learn the tools of classroom analysis and instruction necessary to teach all learners in inclusive (general education) settings. Approaches disability as a form of diversity, asking students to question and analyze constructs of normalcy, exceptionality, and misbehavior that underpin traditional special education discourses and practices. Historical, legal, social, and cultural perceptions and experiences of disability are examined, and attention is given to how and why identification, placement, and evaluation of disability occur within education. Teacher candidates are required to complete school-based fieldwork hours in conjunction with this course. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges Core Component: None
An introduction to a variety of critical voices that engage with the violences of the past and present in ways that give rise to questions about how and from where ethical commitments emerge. Beginning with foundational epistemological questions about the construction of the subject and its relation to others, readings offer counter-hegemonic histories and visions about responsibility, solidarity, and social action. With an eye toward futurity, the class seeks to carve out space to reconsider the relationship between social imaginations and material conditions in order to reevaluate everything from mundane acts of kindness to political fidelities. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Artistic Practice and Interpretation or Confronting Collective Challenges Core Component: None
explores pertinent intersectional issues of environment and society as situated within a broader conversation of teaching and learning. The course includes a focus on current environmental threats such as climate change, loss of biodiversity, human natural resource consumption and as well as the impact of such threats on school-aged children and families. This course seeks to better understand the cultivation of youth activist movements from the student perspective. The course will also address appropriate pedagogical approaches to teaching environment and sustainability through a critical, place-based pedagogical frame. An analysis of global, national, state, and local rhetoric surrounding issues of eco-justice reforms and will be included as part. Major/Minor Restrictions: None
EDUC 226Uses and Abuses of Educational Research1.00
Prepares students to critically analyze how research has been utilized—for better or for worse—by scholars who study education, schooling, and young people. Instead of asking "How does one do research?", students focus our inquiry on a broader set of questions about research within the field of educational studies. Namely: What is research? Who does research and/or who gets researched? What does research produce? What is the relationship between research and knowledge? Research and truth? Research and power? How has research been done? Who has it traditionally served? And what does research do? By asking these (and other) questions about what comprises "research", students engage in unpacking how it is we see, observe, perceive, and analyze the educational worlds around us, specifically through the lenses of race, gender, class, sexuality, Indigeneity, and ability. Because educational studies is a field that investigates how and what we learn and because research, put succinctly, deals with the production and reproduction of knowledges, studying research through the field of Educational Studies allows us to study how we learn about knowledge itself. Major/Minor Restrictions: Only Educational Studies Majors Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges and The Process of Writing Core Component: None
An opportunity to connect theory to pragmatic issues of inclusive teaching. Students observe and teach lessons in a local school setting with a range of students including those with disabilities, preferably at a high needs designated district at various grade levels. Coursework interrogates the following questions: (1) How do students learn? (2) How do teachers reach all students? (3) How do school environments inform teaching and learning? These questions are embedded in genuine contexts of a school, which is itself working in state and federal educational bureaucracies. The lab component of the course satisfies 10–30 hours of the 100 required school-based fieldwork for students seeking teacher certification that includes settings with students with disabilities. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges Core Component: None
Set against the larger backdrop of globalization and transnational migration, this course examines the educational experiences of contemporary or "new" im/migrants and the children of im/migrants in U.S. schools, focusing on migrants from countries in Asia and Latin America. Drawing heavily from anthropological and sociological perspectives on the schooling of "the new second-generation," the course charts the changing demography of the nation-state post-1965 and explores issues of acculturation and assimilation, the tensions and contradictions of "learning a new land," and the ways in which cultural and structural factors intersect with immigrant students' everyday realities to shape school performance and opportunity. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges Core Component: None
Explores forced migration through the lens of human rights, and specifically the right to a quality education. Students consider the field of "education in emergencies," what it is and how it works, specifically examining the role of external and local actors in addressing education issues in countries or regions affected by conflict or disaster. Through a critical analysis of notions of "crisis" and "emergency", students gain a deeper understanding of global, national, and local refugee policy and practice. Drawing on memoirs, documentaries, and primary documents, students examine the intimate nature of forced migration, countering the image of faceless masses moving within and across borders. Students investigate and assess education programs as part of a short term response to conflict and long term peacebuilding efforts.
Opportunity for individual study in areas not covered by formal course offerings, under the guidance of a member of the faculty. Credits: variable Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
The study of the relationship between education and economic, social, political, and cultural developments that shape national and regional systems of schooling. In the study of comparative education, students develop an understanding of educational phenomena across national and political boundaries. Research methods, major concepts, and current trends within the multidisciplinary field of comparative education are reviewed and examined. Students have the opportunity to engage in a critical analysis of their education in relation to other systems of education, both in the United States and overseas.
An examination of the connection between the forms and functions of education and the state which education is designed to serve. Questions are raised regarding equality of access and outcomes, the apparent tensions between equality and liberty, and equality and excellence. The course includes discussion of the ethical dimensions of education; the ways in which education is implicated in the formation of personal identity; and the responsibility of teachers in the formation of personal and social identity. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: The Process of Writing Core Component: None
EDUC 310Racial Capitalism and Education Policy1.00
Consideration of the past 40 years of American neoliberal education policy with attention to the political, racial, economic, and ideological underpinnings of debate and scholarship. More formally, students will embark on a critical examination of how market-based logics embolden and legitimate policies that recapitulate the racial violences of the past and the effects this has on contemporary understandings of "the public" and the institutions meant to uphold and further democratic ideals. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges Core Component: None
Explores how social contexts influence informal pedagogical practices that advance societal, communal, and institutional structures. Through reading texts, primary sources, and watching films students will encounter pedagogy and educative practices not only in the classroom, the school, and educational theory but also through the study of public intellectuals, popular culture, and in grassroots activism and social movements. Decentering educative and pedagogical practices that advance either dominant structures or democratic reconfigurations, students explore questions about educational access and equity by examining the intersections of gender, sexuality; race and racialized-gender; class; (im)migration and labor; humanitarianism, and legalities; ableism, disability, and the body; and society. This includes discussions of the ethical dimensions of education, the ways in which education is implicated in the formation of individual
An opportunity to engage in in-depth analysis of the interrelationship between democratic and educational theory. Prominent North American and international models of democracy and their corresponding educational theories are examined in the context of the larger project of developing a democratic theory of education. A paper requiring serious independent research is required. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
Centering the work/art of WoC feminist thinkers and other visionaries, this course is about dreams, love, and the implications these have for (re)imagining and enacting different kinds of knowing and being/together (education) in collective movements (and movement-building) towards other kinds of (and kinder) futures (education futurities). Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
Place-based pedagogy is an educational approach in which local environments are used as contexts for teaching and learning, grounded in the resources and issues of local communities. Place-based learning immerses students in local heritage, cultures, landscapes, and experiences, which serve as the foundation for studying language arts, science, mathematics, social studies, and other subjects. Learning in place is characterized by exploration of local communities and natural surroundings, hands-on experiences and
EDUC 321Psychological Perspectives in Inclusive Education1.00
Studies psychological theories and research on inclusive learning and teaching, and examines how these are applied and practiced within contemporary education processes and institutions. In particular, students examine topics such as learner differences and labels, learner identity, behavior, inclusive learning environments, and theories of intelligence and assessment. Students learn about the historical and contemporary practice of educational psychology as a scientific discipline, and examine its role in contemporary understandings of disability, race, culture, language, gender, and sexuality. In addition to engaging with dominant theories and research on learning and teaching, students critically examine the role of psychological expertise in the classroom and within schooling, and look to situate that expertise within broader social justice frameworks. Teacher candidates are required to complete school-based fieldwork hours in conjunction with this course. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
EDUC 326Fermentation and Multispecies Pedagogies1.0
Many people associate fermentation with provisions like kimchi, kombucha, sourdough, beer, wine, and sauerkraut. These sundries—many staples in various cultural gastronomies—have long been known to encourage various health benefits including gut probiotics, aid in digestion, and, among other wonders, nutrient accessibility. While these benefits are important, many scholars working in multispecies ethnographies have turned to non-human organisms (viruses, animals, and microbes) to continue critical conversations decentering human experience and reimagining epistemology, relationality, and ethics. This experiential class centers fermentation, and the microbes and bacteria involved, as a site of pedagogical potentiality that resonates with notions of biophilia, relationality, and care. Through readings and the making of different ferments, students explore what the bubbles and umami have to do with justice and democracy in the classroom and beyond. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents
In this project-based course, students design interactive, curricular science resources for P-12 students, focused on the Galápagos Islands as a venue/case study for place-based learning. Coursework presents interactive methods and theories for teaching science, integrating concepts from environmental science, geology, biology, conservation science, chemistry, physics, and math. Participants expand their abilities to think creatively and critically about teaching science, work in collaborative teams, use digital media for educational purposes, learn human-centered approaches for designing curricular activities, and enhance their confidence in knowledge generation through a lens of inclusive STEM. Note: The course is intended for future STEM teachers and STEM majors interested in exploring innovative ways to teach science and reach diverse audiences effectively. Crosslisted: GEOL 333 Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Natural Sciences & Mathematics Liberal Arts Practices: Confronting Collective Challenges Core Component: None
Provide opportunities for students to apply and expand on what they learned during the semester, including interactive instructional methods and theories for teaching science; students also integrate concepts from environmental science, geology, biology, conservation science, chemistry, physics, and math as they are relevant in the Galápagos into their projects. Participants expand their world view, allowing them to unlock greater abilities to think creatively and critically about teaching science, work in collaborative teams, use digital media for educational purposes, learn human-centered approaches for designing curricular activities, and enhance their confidence in knowledge generation through a lens of inclusive STEM. Crosslisted: GEOL 333E Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: None Liberal Arts Practices: None Core Component: None
Students consider (dis)ability as a gendered, racialized, and classed category of difference. Students discuss how dominant cultural, scientific, and educational understandings of the body/mind construct the boundaries of normalcy and determine the material conditions of our lives. Students look at how different aspects of a person's identity – their ability, their gender, their race, their sexuality, their class – intersect to position them as citizens or non-citizens, members or threats to the future of the family and the nation.
Opportunity for individual study in areas not covered by formal course offerings, under the guidance of a member of the faculty. Credits: variable Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
Members of the Department of Educational Studies rotate teaching this senior seminar on a topic of their choice. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: Confronting Collective Challenges and The Process of Writing Core Component: None
Members of the Department of Educational Studies rotate teaching this senior seminar that is designed for students who are interested in producing a traditional senior thesis. Students will design and conduct original educational studies research on a topic of their choice. Students are required to submit a formal research paper as the culminating product.
EDUC 454Diagnosis and Remediation of Reading Problems
An introduction to the diagnosis and assessment of reading problems, as well as the targeted teaching of strategies to address and remediate such problems. Students study theories of reading instruction, both developmental and remedial, and tools for teaching in strategic and reflective ways, for targeting specific learning goals as they relate to reading, and for building on students' literacy skills, practices, and knowledge. Explores foundations of critical literacy theory and sociolinguistics to understand language, literacy, and culture, and then examines assessment as a tool for capturing language and literacy practices.
Classroom teaching in a nearby elementary or secondary school under supervision. Students planning to be certified in secondary teaching must take EDUC 455 during the fall of the senior year or in a 9th term. Students planning to be certified in elementary teaching take EDUC 453 and EDUC 455 concurrently during the fall of the senior year or in a 9th term. Focuses on continual refinement of classroom practices through the integration of social justice teaching with a focus on core competencies such as planning, instruction, and assessment. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
Explores personal privilege and biases that contribute to an individual's identity and worldview. Includes discussions of protected peoples categories and forms of discrimination that commonly play out in P-12 schools, which can negatively impact marginalized students, including culturally and linguistically diverse students. One focus is the examination of current school policies and state legislation such as the Dignity for All Students Act (DASA) that seeks to create positive school environments for all students, including students with disability and general education settings. An analysis of bullying, culturally responsive positive behavior supports, harassment, and discrimination prevention and intervention approaches, carried out with collaborative partners including families. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
Opportunity for individual study in areas not covered by formal course offerings, under the guidance of a member of the faculty. Credits: variable Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: Social Relations,Inst.& Agents Liberal Arts Practices: None Core Component: None
Graduate-level independent study projects under the supervision of staff members. Outlines of the projects must be prepared and approved in advance by the department chair. Credits: variable
Students complete a graduate-level research project (special project or a thesis) on a significant problem in education. A special project demonstrates a substantial grasp of relevant theory and methodology as it relates to a pedagogical or institutionally based set of questions. The special project can take multiple forms depending on the student intent and areas of interest. A thesis is intended to be more academically focused in reviewing relevant literature, in gathering and interpreting data or facts, or in applying principles or evidence to the analysis of a special problem. Topics for either may be centered in the student's area of specialization or in some problem of a professional nature. Major/Minor Restrictions: None Class Restriction: None Area of Inquiry: None Liberal Arts Practices: None Core Component: None
