|Graduate Courses (Social and Philosophical Foundations of Education 310)
Curriculum and Instruction (3)
view of problems of curriculum and instruction at the elementary and
secondary levels, including the various roles of the professional
teacher, problems of curriculum design, and interrelationships
between current issues and social forces.
History of American Education (3)
This course examines the history of education in the United States from colonial times to the present, including critical analysis of the roles of race, class, gender, and religion. We construe education broadly, including elementary, secondary, and higher education, in institutional and noninstitutional settings. Emphasizes the skills of historical interpretation and argumentation, research, and primary source analysis, culminating in an independent research project.
Comparative Education (3)
Contemporary educational theory and practice as reflected in the analysis of national educational systems. Focus on international reform policies, comparative assessments, and the influence of globalization.
Curriculum Development in the Secondary School (3)
Augments through practical application various curriculum theories, determinants, principles, and trends. Each student has the opportunity to design a comprehensive curriculum with reference to an actual secondary school situation.
Recommended: Secondary school teaching experience.
Society, Community, and Education (3)
The community context of education, including the early socialization of the child, stratification of the population, political control of education, and the informal impact of community; the interpretative framework of society. Students may concentrate on specific community studies or dimensions of particular personal concern.
Curriculum of Middle and Junior High School (3)
Analysis and evaluation of significant curriculum practices of the middle and junior high school with suggestions for new lines of development; consideration given to organizational patterns.
Race, Ethnicity, and Inequality in Education (3)
Explores the complex relationship between race, ethnicity, and inequality in U.S. education. Drawing on multiple disciplinary frameworks, the course examines schools as sites where racial/ethnic inequality is both produced and resisted. The course interrogates the idea of "race" from various theoretical perspectives. It examines the history of exclusionary treatment of racially oppressed groups, and the divergent conceptual frames that educational researchers have utilized to understand how race and ethnicity affect school experiences. It looks inside schools to explore the institutional structures and everyday practices of schooling that produce and sustain inequality. The course analyzes policies that aim to remedy educational inequities.
Prerequisites: 15:310:520 or 531, or permission of instructor.
Philosophy of Education (3)
Twentieth-century educational theorists. The public school movement, the school/education tension, and contemporary trends.
Sociological Foundations of Education (3)
Leading principles of sociology and anthropology and exploration of their function in education; topics include the concepts of status and role in the school, role conflicts, the social system and culture of the school, social class difference in education, and functional analyses of educational problems.
Social Philosophies and Education (3)
The meaning and purpose of public education in a democratic society. Ideology critique, conceptual analysis, and school study.
History of School Reform in America (3)
This course examines three key phases of K-12 school reform in America: the Progressive Era, the civil rights movement, and our current period of standards-based reform. For each reform period there will be an examination of the competing claims of historians and policy analysts over what happened, why, and how we know. The course will also examine primary sources used to make our own interpretations of historical change. Why do some reforms succeed while others fail? How does our understanding of the past inform our current prognosis of the problems and solutions for American education? Students will leave the course with a solid understanding of modern American educational history, historiography, and the process of school reform.
Education and Social Change (3)
The sociological approach to social change; various definitions and sources of social change; the role of education as an aspect of planned change; and the historical role of education as a normative institution in light of society's need for radicals and radical thinking.
Contemporary Issues in American Education (3)
Current criticism of education, its practices and theory.
Anthropology of Education (3)
Examines the relationship between individuals, culture, learning, and teaching from the perspectives of educational anthropology. Cultural anthropology as a field broadens our definition of education to include all forms of teaching and learning--within and outside of schooling. Education is constituted by the variable and dynamic processes through which humans teach and learn values, norms, ethics, skills, behaviors, knowledge, etc. of their cultures and societies. This course is organized around several key themes in the field of educational anthropology and is designed to orient students to some of the foundational concepts and debates in the discipline.
Problems in Secondary School Teaching (3)
Analysis of teaching problems in classroom situations in light of research and practice.
Prerequisite: 3 graduate credits in secondary education or secondary curriculum.
Methods of Educational Ethnography (3)
This course is an introduction to doing and thinking about educational ethnography. Ethnography is the study of culture and social organization through fieldwork. Participant observation and interviews are the primary tools of the ethnographic trade. Ethnographic research is descriptive and interpretive in nature. Ethnographic research represents the various ways that people live and make sense of their experiences, and it describes the types of social organizations (for example, gender relations, class relations, racial/ethnic formations, and local and national contexts) that, in part, structure social actions and meanings. Students will learn ethnographic methods by doing them. Applicable as a research course. Open to doctoral candidates.
Prerequisites: 15:310:520 or 531, an introductory course in qualitative methods, or permission of the instructor.
Ethics and Education (3)
Examination of ethical theory and its relation to dilemmas of educational practice and policy. Focus on connections between various theoretical approaches to ethics, such as pragmatic, feminist, and metaethical, and a range of practical and policy questions in education, such as grading, discipline, and professionalism.
Gender and Education (3)
course is designed to provide an overview of the major discussions and
debates in the area of gender and education. In addition, there will
be an opportunity to pursue some topics in greater depth through
reading and research projects. While the intersections of gender,
race, class, ethnicity, and sexuality are emphasized throughout the
course, the focus of the research read is on gender and
education in English-speaking countries (e.g., the United States, Great Britain,
and Australia). This course examines theoretical understandings of
gender and uses these theoretical frameworks to read popular literature
on gender and education. It focuses on key issues in
relationship to gender, teaching, and learning and draws on
varied disciplines to investigate gender in theory and educational
Urban Education (3)
This course is an
introduction to urban education in the United States. It is designed to deepen
students' knowledge of the complexity and challenge of providing quality
education for students in urban schools. Examines historical, political,
economic, and sociocultural frameworks for understanding urban education. Also
considers various structural and pedagogical approaches to improving urban
Prerequisite: Nonmatriculated students need consent of instructor.
Education and Society (3)
Do schools disrupt or reproduce social and economical inequality? Is education a force for social change or for the maintenance of the status quo? What is the relationship between learning, identity, and society? This seminar brings together sociological and anthropological theory and forms of inquiry to analyze critical questions such as these, in the fields of learning, schooling, and education. We will consider a range of critical and interpretive theories and their relation to social practice in contemporary cultural-historical contexts. Students will read, discuss, and write about both classic and contemporary research and theory, engaging with the question of how education might come to constitute itself otherwise than in its current form.
History of African-American Education (3)
Examines the history, theory, and current reality of African-American education in the United States. The course examines several key questions: Is there such a thing as African-American education, and if so why? How do we explain the origins and development of educational institutions created by or for Americans of African descent? What were the successes and failures of the civil rights movement in education? How have historians explained the history of African-American education and how have these explanations changed with time? And finally, what are the problems and promises of education for African Americans today? The course includes weekly reading responses, a research paper (done in groups or individually), and a final reflective essay.
Issues in African-American Studies II (3)
Contemporary aspects of African-American studies: the relevance of African-American studies to current problems, the role such studies may play in public school curricula, and the impact of such studies on minority group members.
Migration, Globalization, and U.S. Education (3)
and mass migration are reconfiguring the modern world and reshaping the
contours of nation-states. This course focuses on the experiences of the
youngest members of these global migration patterns--children and youth--and
asks: What do these global flows mean for educating young people to be members
of the multiple communities to which they belong? What is globalization and why
is it leading to new patterns of migration? How do children and youth
experience ruptures and continuities across contexts of migration? How do
language policies affect young people's capacity to be educated in a new land?
What does it mean to forge a sense of belonging and citizenship in a "glocalized" world, and how does this challenge our models of national
citizenship? How are the processes by which young people are incorporated into
their new country entwined with structures of race, class, and gender? Drawing
on fiction, autobiography, and anthropological and sociological research this
class will explore these questions from a variety of disciplinary perspectives.
Queer Issues in School (3)
Introduces students to queer issues as they arise in and around U.S.
public schools. Draws on multiple disciplines (e.g. history, sociology,
law) to examine the intersections of queer issues and queer theory, the
experiences of queer students and queer educators historically and at the
present, educational laws and policies, curricula and pedagogies,
intersectionality and queer diversities, and queer activism. Using course
readings, class discussions and activities, and written reflections, students
will learn to apply queer theory to begin uncovering queer erasure, homophobia,
and heterosexism in schooling contexts. In addition, students will collaborate
toward designing more socially just formations of U.S. public schooling
vis-a-vis queer issues.
Education for Global Citizenship: Theories, Models, and Practices (3)
This online course addresses the historic and contemporary literature regarding
conceptions of global citizenship, directly engaging the ongoing work of
scholars, the United Nations, UNESCO, and other international and
intergovernmental organizations in this field. Students will be introduced to
theoretical foundations and diverse program models of global citizenship as
well as educational practices across the globe designed to develop future
global citizens. The strengths and limitations of global citizenship models
will be analyzed, and the relationships of such models to initiatives and
activities of the United Nations concerning human rights, peace and security,
and global development will also be explored. Course assessments include
essays, online discussions, and a culminating course project where students
will design a model educational program focused on advancing global citizenship
for a specific audience.
Special Issues in Higher Education (BA)
Foundations course emphasizing sociological and philosophical dimensions of the college and its environment. Current issues are studied in depth and determined by mutual interest of staff and students.
Master's Thesis Research (BA)
The library research, data gathering, and writing necessary to produce an acceptable thesis. Work is planned and carried out under the supervision of the thesis committee.
Prerequisite: Permission of adviser. Required of students who plan to submit a thesis in partial fulfillment of the requirements for a master's degree.
Problems in the History of Education (3)
Selected problems in the history of education; works of major figures as they relate to the history of education. Applicable as a research course.
Prerequisite: Permission of instructor.
Directed Reading in the Social and Philosophical Foundations of Education (BA)
Extensive reading in the humanistic and sociological foundations of education. Careful consideration given to the interests and background of the individual students in devising the reading list. Reports and/or papers on the reading required.
Prerequisite: Permission of adviser.
Seminar in Ethnography (3)
Designed for students interested in conducting ethnographic pilot research in anticipation of writing dissertations. Enhances methodological skills required for such research designs, sustained data collection, data analysis, and interpretation. Provides support system for sustained peer review and collaboration in developing research designs and doing fieldwork.
Practicum in School Supervision and Curriculum Development (BA)
Laboratory course for advanced students and in-service teachers, administrators, and supervisors. Analysis and treatment of problems relative to curriculum, teaching, and supervision. A problem topic must be selected by the student and approved by the instructor.
Prerequisite: Permission of instructor.
Seminar: Special Problems in Educational Theory (3)
Theoretical aspects of education. Topics selected for study and particular approaches vary from semester to semester.
Prerequisite: Permission of instructor.
Independent Study in Social and Philosophical Foundations (BA)
Gives students an opportunity to pursue study in areas of their own interest. Students who have well-structured areas of interest will, in consultation with appropriate faculty, design a plan of study and execute it.
History of Higher Education I (3)
Explores the history of American higher education from its origins to the present; aims of higher education and the forms taken by institutions are examined in the context of social and intellectual history.
Topics in Higher Education (3)
A research seminar that provides the opportunity for intensive and extensive analysis of particular issues and problems in the history of American higher education.
Seminar in Philosophy of Education (3)
Technical problems in philosophy of education. Each student writes and defends at least one research paper on some problem in philosophy of education. Applicable as a research course.
Prerequisite: Permission of instructor.
Advanced Seminar in Curriculum Theory and Development (3)
Research and theories employed in developing various curricula and the means for testing curriculum theories.
Prerequisite: Permission of instructor.
Research in Social and Philosophical Foundations of Education (BA)
For graduate students writing doctoral dissertations on topics in the social and philosophical foundations of education (anthropology, curriculum theory and development, economics of education, educational theory, history, philosophy, or sociology).
Matriculation Continued (0)
Continuous registration may be accomplished by enrolling for at least 3 credits in standard course offerings, including research courses, or by enrolling in this course for 0 credits. Students actively engaged in study toward their degree who are using university facilities and faculty time are expected to enroll for the appropriate credits.
Graduate Assistantship (E-BA)
Students who hold graduate assistantships are required to enroll for 3 or 6 E credits per semester in this course.
Teaching Assistantship (E-BA)
Students who hold teaching assistantships are required to enroll for 3 or 6 E credits per semester in this course.