Below are some of the courses offered most regularly by the Education Department, alongside others that shift from year to year.
EDU223 FOUNDATIONS OF EDUCATION
An introduction for students to the notion of schools as sites of political struggle. Students examine this problematic through the historical, sociological, political, and economic lenses as well as contemporary theories of education: liberal/progressive, traditional/conservative, and revolutionary/critical theories. Students apply these theories to their examinations of contemporary public schools and classrooms. Students are required to complete a minimum 20-hour in-school practicum as part of this course.
EDU225 CURRICULUM & ASSESSMENT FOR THE SECONDARY CLASSROOM
This course connects learning and teaching with methods of K-12 classroom assessment. Students will learn how to plan and develop assessment tools that support their pedagogical decisions. Through the lens of critical pedagogy, students will evaluate and interpret data produced by different forms of assessment.
EDU270 TEACHING & LEARNING FOR SOCIAL CHANGE
An examination of the theory and methods of social justice approaches in education. Key questions engaged by the course include: What are the tensions, barriers, and possibilities when students are decision-makers and change agents in the educational process? What are the theoretical, curricular, and methodological approaches to student-led participatory action research projects? Students will analyze case studies to develop a range of perspectives on social change projects in education.
EDU304 MATH & SCIENCE METHODS FOR THE ELEMENTARY CLASSROOM
This course uses critical and constructivist/inquiry based approaches to understanding concepts in science and integration of mathematics and science in the elementary classrooms. It includes observation and teaching in elementary schools. Connections will be developed between the Education Department's social justice curriculum and the art of teaching mathematics and science in elementary schools.
EDU305 CURRICULAR THEORY & DESIGN FOR SECONDARY TEACHERS
Students will engage the major strands of contemporary curricular theories and design. The course includes field placements in local public schools, where students will observe the application of curricular theory, design, and instructional strategies in their content areas. Emphasis on the connections between curricular theory and pedagogy, which together constitute praxis.
EDU313 CHILDREN, BOOKS & CULTURE
An exploration of the purposes multicultural children's literature serves in promoting literacy development in K-6 diverse learners. Guided by current research and practice in literacy, pedagogy, childhood studies and social justice education, students will read and evaluate books with emphasis on developing curriculum design and instruction.
EDU316 QUEER PEDAGOGY
An examination of the intersection between education, culture, and sexuality. The course employs queer theory/queer pedagogy to analyze classrooms and curricula as racialized, genderized, and sexualized spaces where multiple voices are silenced. The course is not a blueprint for "best practices"; rather it is designed to contribute to the larger debate about the benefit of integrating the relevant theory and pedagogy into the academic curriculum.
EDU325 EDUCATION POLICY ANALYSIS, THEORY, & REFORM
An exploration of the historical, economic, philosophical and political fields in which educational policy is made, contested, and enacted. Students will examine the current (market-based) model of educational reform engaging in analysis of underlying theories of change, challenges to implementation, and critiques from various perspectives. Students will also consider alternatives, specifically community and research-based models of reform.
EDU341 LITERACY METHODS FOR THE ELEMENTARY CLASSROOM
An exploration of the theoretical and practical approaches to teaching reading and writing within a comprehensive elementary literacy program. Students will examine ways to build social justice classroom communities, which engage children as active readers and writers, and are congruent with national and state guidelines and standards. A three-hour a week field experience in an elementary school is required.
EDU350 EDUCATION & THE REVOLUTIONART PROJECT IN LATIN AMERICA
An analysis of the role of popular education in twentieth-century revolutionary ideology in Latin America. Students will examine the Zapatista movement in México, Marxist education in Cuba, and the Sandinista literacy campaign in Nicaragua. The course begins with an analysis of the radical Brazilian philosopher and educator, Paolo Freire.
EDU445 STUDENT TEACHING (ELEMENTARY)
EDU457 STUDENT TEACHING (SECONDARY)
The department will arrange teaching in an area school. This course allows students to put into practice the department's conceptual framework of teaching for social justice. Students will observe and student-teach in the classroom for eleven weeks and take part in a biweekly seminar class.
EDU450 STUDENT TEACHING SEMINAR
Students will observe in a public school classroom before and after the student teaching experience, taking part in intensive and rigorous class work designed to prepare participants for the student teaching experience. They will learn to incorporate social justice themes and pedagogies into classroom management, unit design, lesson planning, and student assessment.