Hobart and William Smith Colleges

Educational Studies

Faculty
Mary Kelly, Associate Professor, MAT Director
Diana Baker, Associate Professor, Chair
Jonathan Berhanu, Assistant Professor
Darlene Daley, Director of Childhood Education, Coordinator of Field Supervisors
Andrea Huskie, Director of Teacher Education Program and Secondary Education
Chrissy Jacobs, Coordinator of Teacher Certification
Paul Kehle, Professor
Jamie MaKinster, Professor, Senior Associate Provost of Curriculum, Assessment and Strategic Planning
Audrey Roberson, Associate Professor

The Educational Studies Department at Hobart and William Smith Colleges has two missions. One is to provide courses of study in education. The other is to offer programs that lead to New York State certification as teachers of most subjects in public primary and secondary schools.

The Education Department offers a disciplinary major, disciplinary and interdisciplinary minors, a Teaching English as a Foreign Language (TEFL) Certificate, an undergraduate program leading to teacher certification, and a fifth-year graduate program that extends the undergraduate program to a Master of Arts in Teaching (MAT) degree.

Education happens in many places—in museums and national parks, in open air schools in the global south, in creative studios, youth centers, and health care settings, in public and private schools, in community colleges and universities, via campaigns for environmental sustainability, and through activism, policy development, and community engagement, to name a few. Those who would work in any of these contexts need some common understandings, such as: the aims and possibilities of education; the variety of learners and their ways of learning; how knowledge, skills, and values are crafted into curricula; and the pedagogies that are presently available or might be invented; and a critical analysis of structural inequalities that impact learning. A major or minor in Educational Studies helps provide this context and can enhance other majors and career opportunities across many fields; the requirements are flexible to allow and encourage students to complete cohesive double majors.

Mission Statement

To embolden and inspire students to contribute to and create just, equitable, diverse, and inclusive educational environments.

Offerings

The Colleges' major in Educational Studies is intended to help students develop competence as learners, researchers, and practitioners of education in a variety of settings. However, the major in Educational Studies cannot lead to certification to teach in public schools. Students interested in teacher certification are referred to the Department's Teacher Certification Programs that are detailed below.

Educational Studies Major (B.A.)

disciplinary, 10 courses
Learning Objectives:

• Apply specific analytical frameworks to educational situations, ranging from case-studies to educational policy, in a specific area of concentration.
• Articulate the cultural and historical bases of structural inequalities in contemporary schooling and suggest evidenced-based and contextually appropriate solutions.
• Take intellectual risks and critically analyze information as they develop expertise in a particular area of educational inquiry.
• Contribute to just, equitable, diverse, and inclusive educational environments and to recognize structural inequalities in contemporary schooling.

Requirements:
At least 6 courses must be unique to the major. All courses for the major must be completed with a grade of C- or better, and no more than two may be taken CR/NC. At least four courses must be at the 300-level or higher. Up to 3 courses may be chosen from outside the Educational Studies Department, with permission of the advisor. The 10 courses consist of: 1 foundations course; 1 diversity course; 4 concentration courses; 3 electives; and 1 capstone experience (an approved course, independent study, honors, or internship). The four concentration courses support a particular focus or theme within the broader field of educational studies.

Representative Foundations Courses
EDUC 100 Perspectives on Education
EDUC 201 Schooling and Social Equality
EDUC 202 Human Growth and Development
(or others approved by advisor and chair)

Representative Diversity Courses
EDUC 170 Race Dialogues for Community and Change
EDUC 203 Children with Disabilities
EDUC 209 Gender and Schooling
EDUC 230 Teaching English Language Learners
EDUC 330 Disability and Transition
EDUC 331 Rethinking Families
(Or others approved by advisor and chair)

Students and their advisors identify a concentration based on four interrelated courses supporting a theme. Examples include:

• Social justice in education (e.g., examining issues related to inequality and injustice in education; education and youth-focused community engagement and activism)
• Inclusive education (e.g., disability rights advocacy, equitable education and creating a sense of belonging for all students)
• Language and literacy (e.g., teaching English as an additional language; writing or publishing children's literature; producing curriculum materials, etc.)
• Social innovation for youth (e.g., using creative, new approaches to address issues related to youth and education)
• Informal education (e.g., museum work, park naturalists, and any other public or private activity focused on education and/or outreach)
• Child services (e.g., social work, recreation work, community-based education, parent/caregiver education, pediatric health professions, and any work that intersects with children and education)
• Technology in education (e.g., using technology to bring the world into classrooms and to create new learning environments; developing assistive technology for people with disabilities; using technology to bring the world into classrooms and to create new learning environments; citizen science projects; multimedia-mediated teaching and learning; etc.)
• International education (e.g., learning across places, cultures, and languages; preparing to teach overseas; supporting cultural-exchange programs; international child advocacy campaigns)
• Environmental education (e.g., policy development, education and advocacy for environmental conservation and sustainability)
• Educational policy (e.g., engaging with government agencies, foundations, and other advocacy groups concerned with issues that intersect education)
• Education for development (with an international focus, for example, via Save the Children, International Rescue Committee, or foreign-aid agencies, etc.)

Educational Studies Minor – Interdisciplinary

6 courses
Requirements:
Six courses: at least two, but not more than three, in education. Courses in this minor must contribute to a theme; courses outside education must be conceptually related to the education courses. At least four of the six courses must be at the 300-level or above. Only one independent study may be counted toward the minor. At least three courses must be unique to the minor. All courses must be passed with a grade equivalent to a C- or better.

Educational Studies Minor – Disciplinary

5 courses
Requirements:
Any five education courses with at least two courses at the 100 or 200-level, and at least two at the 300 or 400-level. Only one independent study may count toward the minor. SOC 261 Sociology of Education may substitute for one of the 200-level education courses; WRRH 322 Adolescent Literature may substitute for 300 or above education courses. At least three courses must be unique to the minor. All courses must be passed with a grade equivalent to a C- or better.

TEFL Certificate

Interdisciplinary, 6 courses
Requirements:
The Teaching English as a Foreign Language (TEFL) Certificate is an entry-level credential that is required for many jobs teaching English abroad. The certificate program does not count as a major or minor, nor towards New York State teacher certification, and students of any major and minor may apply. Requirements include courses in three areas: Foundations in Linguistics (EDUC 115 Introduction to Linguistics and EDUC 310 Second Language Acquisition), Language Teaching and Learning (EDUC 230 Teaching English Language Learners and EDUC 231 Linguistics and English Grammar for Teaching English as a Second Language), and Language and Culture (select one elective), along with one Practicum experience. All courses for the certificate must be completed with a grade of C- or better, except for the Practicum, which must earn a grade of "Credit" (CR). Completion of the TEFL Certificate is independent of any major, minor, or other program. There are no uniqueness requirements for the certificate.

Undergraduate Teacher Certification Programs

The Educational Studies Department offers accredited programs leading to New York State Initial certification in childhood education (grades 1-6), childhood education and students with disabilities (grades 1-6), visual arts (PreK-12), music (PreK-12), TESOL (PreK-12), and several disciplines in adolescent education (grades 7-12). New York State certification is recognized in most other states. In all HWS certification programs, students learn to teach by teaching, and devote the majority of their coursework to academic study outside of the department. Students in teacher certification programs may major in a wide variety of disciplines or programs offered by the Colleges, with the proviso that those seeking adolescent certification, or certification to teach art or music, must major in the subject area in which they wish to be certified (e.g., mathematics, chemistry, art, English, Spanish).

Becoming a strong teacher requires students to be able to work independently and collaboratively, to be sensitive to the needs of others, to be academically secure, to work well with diverse populations and individuals who have experiences different than their own, to be mature, and to be exceptionally responsible and attentive to detail. Students typically apply for admission to the undergraduate certification programs in the spring of their first year. Those admitted begin in their sophomore year. Students who are willing to complete student teaching during an additional semester after graduation may apply as sophomores to start their junior year. Students who transfer into the Colleges are admitted on a rolling basis. Admission to the program is competitive and is based on good academic standing, a demonstrated interest in teaching, and personal traits such as initiative, punctuality, and responsibility. Students are required to have a minimum GPA of 2.75 in order to proceed to student teaching (senior year), therefore students applying to the TEP with GPAs lower than 2.75 are typically admitted ‘Conditionally’ until an additional semester of grades can be reviewed. There are significant additional responsibilities related to participating in the TEP and in the field experiences in local schools; therefore, students on social probation or related sanctions may not be admitted or only admitted on a Conditional basis. Applications are evaluated on a case by case basis. Once students are admitted to the TEP, they are required to abide by the HWS Working with Minors policy, as well as local school policies, including undergoing a background check and on occasion, fingerprinting. Staying in the TEP requires professional conduct both on campus, in the community, and in local schools.

All students admitted to a certification program are required to complete four semesters of fieldwork (education practica) in local classrooms. Students spend at least 40 hours per semester working in a classroom in which they are placed by the department. Tutors (sophomores) are expected to observe their cooperating teachers, work with individuals and small groups, and occasionally teach a whole class. Assistant Teachers (juniors) take on increased responsibilities and regularly teach whole classes. Students are supervised as they teach and are offered personal guidance and encouragement to develop their own best teaching styles. In addition, all students must complete at least six teacher seminars that run concurrently with the fieldwork. Teacher seminars generally meet once a week and address issues of pedagogy. Tutoring, assistant teaching, and the seminars are non-credit bearing and are taken in addition to a full course load in other subjects.

One semester in the senior year (or in the MAT year for those admitted to the graduate program), is devoted to full-time student teaching. Four course credits are granted for student teaching and an accompanying seminar. Student teaching is the only part of the certification program that is awarded course credit.

All candidates for teacher certification in New York State must also, at their own expense, take and pass the examinations required by New York State and be fingerprinted prior to becoming a certified teacher. Additional coursework may be recommended on a case-by-case basis to ensure that teacher education candidates are prepared and able to address NYSED content core requirements.

Teacher certification students may elect to take courses leading to a minor in education, although it is not required for teacher certification.

The major in Educational Studies cannot be used as the basis for any HWS teacher-certification program. Teacher certification students may complete a major in Educational Studies as a second major, provided their first major is appropriate for their teacher-certification program.

Adolescent Teacher Certification (grades 7-12)
Students may prepare to teach at the secondary level by completing the adolescent teacher certification program. The fieldwork in this program is conducted in the subject area in which students are preparing to teach. The department is authorized to prepare teachers of biology, chemistry, earth science, English, French, Latin, mathematics, physics, social studies, and Spanish. Adolescent certification candidates must meet certain requirements regarding their areas of concentration, and must student teach at the seventh-grade level or higher in the subject area in which they seek certification.

Art Teacher Certification (grades P-12)
Students may prepare to teach art in preschool through grade 12. Students pursuing certification in art complete their fieldwork in art classrooms in kindergarten through high school, and student teaching is carried out at both the elementary and secondary levels. In addition to the requirements noted above, students pursuing certification in art must also complete a 12-course major in studio art as described elsewhere in the Colleges' Catalogue with the proviso that the major include either four art history courses, or three art history courses and a course in aesthetics (PHIL 230); and that the art history courses address at least two historical periods or cultures.

Childhood Teacher Certification (grades 1-6)
Students may prepare to teach at the elementary level by completing the childhood education teacher certification program. Education practica in this program are completed in a variety of public and private elementary school settings in the Geneva area and local Finger Lakes region. Student teaching must be completed in the first through sixth grades. Students may pursue any major at the Colleges except Educational Studies, Management, Studio Art, Theatre, and Writing and Rhetoric.

Dual Childhood and Students with Disabilities Teacher Certification (grades 1-6)
Students may prepare to teach elementary students with and without disabilities by completing dual certification in childhood education and students with disabilities. In addition to completing all the requirements described above for childhood education certification, students pursuing dual certification take four courses related to special education offered by the education, psychology, and sociology departments, and complete two additional seminars in teaching students with disabilities. Student teaching is carried out in both general elementary classrooms and in special education settings. The dual certification program at the Colleges is intended to prepare students to work in a variety of inclusive and special education school settings.

Music Teacher Certification (grades P-12)
Students may prepare to teach music in preschool through grade 12. Students pursuing certification in music complete their fieldwork in music classrooms in kindergarten through high school, and student teaching is carried out at both the elementary and secondary levels. In addition to the requirements noted above, students pursuing certification in music must also complete a major in music (B.A.) as described elsewhere in the Colleges’ Catalogue, with the proviso that the major must include the following requirements: a) MUS 305 (Conducting); b) at least one course credit (two semesters) of ensemble participation; c) at least one course credit (two semesters) of private applied instruction on a primary instrument or voice; d) at least two additional course credits (four semesters) of private applied instruction (methods) in any four of the following areas: brass, woodwinds, strings, voice, piano, guitar or percussion. Unless the student's primary instrument is piano, one of the applied methods courses (two semesters) must be in piano.

Teaching English to Speakers of Other Languages Certification (grades P-12)
Students may prepare to teach English to speakers of other languages (TESOL) in preschool through grade 12. Students pursuing TESOL certification must take four courses in one or more world languages, and EDUC 230 and EDUC 231; and must major in anthropology, English, French & Francophone studies, history, individual studies (BA), international relations, psychology (BA), sociology, Spanish & Hispanic studies, theatre, or writing & rhetoric.

Required Teacher Seminars

The following teacher seminars are professional seminars that generally meet weekly. In order to register for any of these seminars, students must be admitted and enrolled in a teacher certification program. Teacher seminars carry no academic credit but do appear on transcripts and are counted toward teacher certification by New York State.

Tutor Seminars
EDUC 072-01 Teaching Elementary Students with Disabilities
EDUC 072-02 Teaching Secondary Students with Disabilities
EDUC 081-01 Teaching for Equity
EDUC 082-01 Teaching Reading and Writing - Elementary
EDUC 083-02 Teaching Secondary Science
EDUC 083-03 Teaching Secondary Social Studies
EDUC 083-04 Teaching Secondary English
EDUC 083-05 Teaching Secondary Foreign Language
EDUC 083-06 Teaching Secondary Math
EDUC 083-07 Teaching the Arts: Visual Art
EDUC 083-10 Teaching the Arts: Music
EDUC 083-11 Teaching TESOL

Assistant Teacher Seminars
EDUC 082-02 Teaching Reading and Writing - Secondary
EDUC 083-08 Teaching Elementary School Mathematics
EDUC 083-09 Teaching Elementary School Science
EDUC 084 Curriculum and Instruction
EDUC 085 Protecting the Dignity and Safety of All Children

Teacher Seminars in Special Education
In addition to the required teacher seminars listed above, students pursuing dual certification in childhood education and teaching students with disabilities must complete the following two seminars:

Tutor Seminar
EDUC 073 Assessments and IEPs

Assistant Teacher Seminar
EDUC 074 Collaboration and Management

Education Field Practica

The following education practica must be completed by all students in a teacher certification program. Students must be enrolled in a teacher certification program in order to register for these practica. Education practica carry no academic credit but do appear on transcripts and are counted toward teacher certification by New York State. At least one of the teaching practica must provide experience working with students with disabilities (students completing students with disabilities certification must complete two practica working with students with disabilities).

Tutor Practica
EDUC 091 Tutor Practicum I
EDUC 092 Tutor Practicum II

Tutor practica are completed by students during their first two semesters in a teacher certification program. Students are required to spend at least 40 hours per semester in a local classroom. In addition to observing experienced teachers at work, tutors are expected to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. Practica run concurrently with seminars and provide the field component for those seminars.

Assistant Teacher Practica
EDUC 093 Assistant Teacher Practicum I
EDUC 094 Assistant Teacher Practicum II

Assistant teacher practica are completed by students during their third and fourth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Students are required to spend at least 40 hours per semester working as assistant teachers in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. Practica run concurrently with seminars and provide the field component for those seminars. During EDUC 094, students must successfully complete the AT2 Observation prior to advancing to student teaching. On occasion, a student may be required to complete an additional practicum in preparation for the rigors of student teaching.

Master of Arts in Teaching

The MAT program is open on a competitive basis only to students who are enrolled in one of the eligible Teacher Education programs at Hobart and William Smith Colleges. The program is designed to be completed in one academic year following graduation, during which students continue their liberal arts studies at the same time as they prepare for teacher certification. Eligible programs include Adolescent Education, Childhood Education, and dual Childhood Education & Students with Disabilities. The MAT program has not yet been expanded to include the three newer certification programs: Art, Music, and TESOL.

Requirements
The MAT program consists of nine graduate course credits. Candidates must pass all the courses in the graduate program with a grade of B- or better and maintain at least a 3.0 GPA during the graduate year. Students admitted to the MAT program take EDUC 420 Research in Education during the spring of their senior year, student teach in the fall semester of their 5th year, take a set of required and elective courses, and complete an MAT project and literature review during the spring semester of their 5th year. At the conclusion of the program, students are eligible to apply for Initial New York State teacher certification, which may be raised to the professional level after three years of full-time teaching.

Course Descriptions

Note: Courses numbered 072 to 095 (teaching seminars and field practica) may be taken only by students who have been admitted to a teacher-certification program. They carry no academic credit but are recorded on the student’s official transcript and are required for teacher certification.

EDUC 072 Teaching Special Education  In this course, students examine a variety of ways that teachers understand learners and design instruction in response to those learners. Students explore a range of strategies used by teachers to accommodate the needs of all students and discuss ways to evaluate student learning strengths and needs. In addition, the seminar outlines a framework for special education, IDEA, and curricular and instructional adaptations. (Kelly, Baker Fall, offered annually)

EDUC 073 Assessments and IEPS  This seminar focuses on the appropriate uses and limitations of some of the assessment tools used in special education. Alternate and adaptive assessment approaches are considered. Students are also introduced to the process of developing an IEP and planning for specially designed instruction. (Kelly, Spring, offered annually)

EDUC 074 Collaboration and Management  This seminar investigates a variety of collaborative and management approaches effective teachers utilize. Students first explore the special education teacher's participation as a member of school district and building level interdisciplinary teams and as a team collaborator with general education teaching colleagues. Students then carefully consider the special education teacher's role as an advocate for students with special needs and their families. Finally, students examine classroom management strategies that promote a positive teaching-learning environment that supports all students. (Baker, Daley, offered each semester)

EDUC 081 Teaching for Equity  This seminar establishes the foundations for effective teaching. As students develop keen observation skills they examine human development processes as manifested in classrooms. They explore the teacher's complex role as well as the social context of schools. They are introduced to learning processes as they relate to motivation, lesson planning, and classroom management, and they also study student diversity issues to insure that the needs of all students are met. (Berhanu, Huskie, Fall, offered annually)

EDUC 082 Teaching Reading & Writing  This seminar, in conjunction with an accompanying field placement, explores contemporary approaches for assessing and teaching reading and writing in schools. The seminar addresses the New York State Next Generation Learning Standards for English Language Arts and teaching to all learners, including children with disabilities and speakers of additional languages. EDUC 081-01: Elementary (Daley, Spring); EDUC 082-02: Secondary (Staff, Fall).

EDUC 083 Teaching Content:  This seminar, in conjunction with the accompanying field placement, focuses on contemporary teaching, learning, curriculum, and assessment related to specific subject matter in schools. Students develop and analyze lesson plans that incorporate New York State Learning Standards, with attention to designing curricular and instructional strategies to meet the needs of all learners, including children with disabilities and speakers of additional languages. Materials, methods, and topic specific content is explored. EDUC 083-02 Secondary Science (Staff, Spring), EDUC 083-03 Secondary Social Studies (Staff, Spring), EDUC 083-04 Secondary English (Huskie, Spring), EDUC 083-05 Secondary Foreign Language (Staff, Spring), EDUC 083-06 Secondary Math (Kehle, Spring), EDUC 083-07 PreK-12 Visual Arts (Staff, Spring), EDUC 083-08 Elementary Math (Kehle, Fall), EDUC 083-09 Elementary Science (Staff, Fall), EDUC 083-10 PreK-12 Music (Staff, Spring), EDUC-11 Pre-K TESOL (Roberson, Spring).

EDUC 084 Curriculum and Instruction  In this seminar, students examine long-term curriculum development. After discussing curriculum theory students choose a theme in an area of the curriculum which they wish to explore and develop a "curriculum project" (short course or teaching unit) which could be used to teach their specific theme over a period of several weeks. Attention is given to aligning curricula with New York State Learning Standards and developing integrated curricula as well as adapting curricula for students with disabilities. Students also examine a number of models of teaching. Assessment is also discussed in terms of the curriculum projects which students develop. (Huskie, offered each semester)

EDUC 085 Protecting the Dignity and Safety of All Children  This seminar is designed to fulfill prevention and intervention training required for teacher certification under the Dignity for All Students Act (DASA) related to issues of harassment, bullying, and discrimination. The seminar also includes necessary training in the Safe Schools Against Violence in Education (SAVE) Act and Child Abuse Identification and Reporting requirements outlined in New York State Education Law. We will discuss other critical issues including student substance abuse, mental health, trauma and suicide, teacher sexual harassment protections, school safety plans and district codes of conduct. Students will have the opportunity to examine how school climate and culture have an impact on student achievement and behavior and will investigate the tools necessary to ensure a safe and culturally responsive learning environment. (Huskie, offered each semester)

EDUC 091 Tutor Practicum I  This practicum consists of 40 hours (spread out weekly across the semester) and is completed by students during their first semester in a teacher certification program. This practicum provides students with field experiences in local classrooms. In addition to observing expert teachers at work, tutors are expected to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. This practicum run concurrently with EDUC 081, and provides the field component for this seminar. (Offered annually)

EDUC 092 Tutor Practicum II  This practicum consists of 40 hours (spread out weekly across the semester) and is completed by students during the second semester in a teacher certification program. This practicum provides students with field experiences in local classrooms. In addition to observing expert teachers at work, tutors are expected to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. This practicum run concurrently with EDUC 082 or 083 (depending on certification program), and provides the field component for this seminar. (Offered annually)

EDUC 093 Assistant Teacher Practicum I  This practicum consists of 40 hours (spread out weekly across the semester) and is completed by students during their third or fourth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. This practicum runs concurrently with EDUC 082 or EDUC 083 (depending on certification program), and provides the field component for this seminar. (Offered every semester)

EDUC 094 Assistant Teacher Practicum II  This practicum consists of 40 hours (spread out weekly across the semester) and is completed by students during their fourth or fifth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. The AT2 Observation takes place during this semester. This practicum run concurrently with EDUC 084, and provides the field component for this seminar. (Offered every semetser)

EDUC 095 Assistant Teacher Practicum  This practicum provides students with additional field experiences in local classrooms. The practicum consists of 40 hours (spread out weekly across the semester) Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. This practicum is an optional, additional placement or taken on an as needed basis. (Offered every semester)

EDUC 100 Perspectives on Education  The course takes an interdisciplinary approach to critically examining the fundamental nature of American education. It aims to provide a rich understanding of the context of schooling and education and tools to support ethical and responsive teaching and research. Variable topics. (Berhanu, Huskie, offered annually)

EDUC 107 Unliving Racism: Interrogating Race, Place, and History in the Remaking of Community  "Unliving Racism: Interrogating Race, Place, and History in the Remaking of Community" takes a dialogical approach to engage interpersonal and interspatial learning about racism and racial healing. This is an intergroup and place-based learning context that will grapple with three critical areas of racial justice discourse: indigenous rights and history, immigration policy and impact, and policing of globally displaced persons. Dialogical learning spaces may seem like passive forms of engaged learning, especially in light of street protests against instances of deadly state violence, but these dialogues aim to be intense and the conversations direct, even uncomfortable – aimed to inform and support deeper praxis and community engagement. Together we will grow our capacity for: non-violent communication, dialogical approaches to 'race talk': reflective listening and a familiarity with collaborative models for community engagement. We will also become more familiar with how to use group dialogue to collectively identify social problems and enact constructive community change. (Berhanu, offered ocassionally)

EDUC 115 Introduction to Linguistics  This course provides an introduction to the scientific study of language. We will address questions related to the nature of language as a means of communication, and then focus on the core areas in linguistic analysis, including phonetics and phonology (the structure and patterns of sounds), morphology (word structures), syntax (sentence structure), semantics (meanings of words), and pragmatics (words in use). We will also briefly discuss topics in language variation, consider the importance and types of data in linguistics, and identify implications for education. This course is required for the certificate in Teaching English as a Foreign Languages (TEFL). (Roberson, offered alternate years)

EDUC 201 Schooling and Social Equality  This course traces a social and political history of American schooling. Beginning with the meteoric rise of formal schooling in the 19th century, the course examines how the common schooling movement radically transformed the economic and political significance of education in America. Next the course follows the schooling experiences of groups systemically targeted by policy makers: European immigrant, working class, Indigenous, Chicano/a, Black, new immigrant and women of each group. We shall seek to understand the significance of schooling for various communities as well as the reforms produced from resistance and contestation. (Berhanu, offered alternate years).

EDUC 202 Human Growth & Develop.  This is a survey of the major theories of human development. Topics include the progression and determinants of the development of personality, intelligence, language, social competence, literacy, and artistic and music ability. Readings are taken from works by Freud, Erikson, Piaget, Gardner, Gilligan, and others. (Staff, offered occasionally)

EDUC 203 Children With Disabilities  The intent of this course is for students to develop a thorough understanding of children and youth who have disabilities. The course examines the following questions: How does society determine who is considered disabled? What impact does labeling have on children's lives? How special is special education? What are the various disabilities children may experience? How does inclusive practices impact children with disabilities and society? (Baker, Kelly, offered annually)

EDUC 209 Gender and Schooling  This course examines the entanglement of gendered identities and the educational experience. This course will address questions of how educational institutions operate as sites for the production and reinforcement of gender norms. We will examine how the gendered positions of teachers and students shape the educational experience and investigate how gender inequalities impact educational achievement. Through a variety of readings this course will ask students to address how gender operates within school settings, how gender and sexuality are shaped by educational institutions, and how scholars, teachers, and youth might work to address these inequalities. (Berhanu, offered alternate years)

EDUC 220 Storytelling  Storytelling is the oldest form of teaching. Knowing how to marshal words, voice, gestures, and meaning to orchestrate an audience's imaginative experience is still an essential part of any communicator's competence, whether in leadership, peace building, religious education, teaching, or artistic performance. The scholarship concerning story and the oral tradition is hefty and interesting, and students will read from it. But the main emphasis of the course is developing skill as storytellers as students consider dozens of stories from many traditions and practice telling stories in many ways to different audiences both in and out of class. The course is intended to fulfill a performing arts goal. (Staff, offered occasionally).

EDUC 221 Understanding Autism  This course provides an introduction to the complexities and controversies surrounding Autism Spectrum Disorders. The course begins with an examination of behavioral, social, language, and cognitive characteristics of Autism. The controversy surrounding possible causes of autism is discussed. The course also involves an in-depth study of research regarding current educational and behavioral intervention strategies for Autism, including the controversies surrounding various treatment approaches. (Baker, offered alternate years)

EDUC 222 Learning, Teaching, Schools and Mathematics  Contemporary society – through the sciences, many jobs, industries, health issues, economic theories, and technologies – depends upon mathematics and quantitative literacy. Mathematical knowledge has also been part of human culture since the earliest civilizations. Being more informed about mathematics education helps students be more responsive to contemporary educational issues. Student interest determines topics selected from: effective pedagogy, the cognitive nature of mathematical problem solving, the roles of mathematics in education and society, state and federal standards, comparative education, curriculum, assessment, and equity. Crosslisted with Cognition, Logic and Language. (Kehle, Spring, offered occasionally)

EDUC 230 Teaching English Language Learners  While the number of school children speaking a language other than English at home has been growing exponentially over the last few decades, their level of academic achievement has lagged significantly behind that of their language-majority peers. This course aims to contribute to preparing future teachers for working in culturally and linguistically diverse classrooms. One of its major goals is to give students a better understanding of the cognitive, linguistic, and emotional challenges involved in being schooled in a second language. In the first part of the course, therefore, through readings and discussions, students will become acquainted with some key theoretical frameworks for understanding second language and literacy development as well as sociocultural issues particularly relevant to the education of English language learners. The second major goal of the course is to provide students with pedagogical strategies for adjusting instruction to meet the needs of English language learners in the mainstream classroom. This goal will be achieved in the second part of the course, which will consist predominantly of lesson planning workshops and teaching demonstrations. The course will have a service learning component consisting of 15-20 hours of tutoring an English language learner, and it is required for TESOL certification in the TEP and for the TEFL certificate. (Roberson, offered alternate years)

EDUC 231 Linguistics and English Grammar for Teaching English as a Second Language  We all know a lot about the language(s) in which we are proficient, but we are not always conscious of this knowledge. In this course we analyze the grammatical structure of English to account for proficient speakers’ intuitive knowledge. We will start the course by understanding the major grammatical components of the English language, and we will move from there to the most salient grammatical structures that make up the language. We will prioritize those structures that are likely to be challenging for an English language learner to acquire and/or difficult for a teacher to explain. Because this is a descriptive (as opposed to prescriptive) grammar class, we will always try to bring the real world into the class, with analyses of authentic language. We will also consider how to articulate English grammar to those who are learning. Although the course is not designed exclusively for teacher education, the content covered is useful for future English language instructors. It is required for the TESOL certification in the TEP and for the TEFL Certificate. (Roberson, offered alternate years)

EDUC 304 Representations and Meanings  Learning, teaching, research, artistic expression, and everyday life all involve making sense of aspects of the world around us. In these activities, and across diverse disciplines, humans employ the same fundamental cognitive mechanisms and processes but generate very different results: mathematical proofs, poetry, scientific or historical explanations, paintings, etc. Students use cognitive science frameworks to trace the roles played by different ways of representing and connecting thoughts, and to explore how they simultaneously enable and constrain understanding. Students analyze episodes of sense-making and become more aware of their own cognition and better able to help others construct meaning. (Kehle, offered occasionally)

EDUC 306 Technology and Disability  This course will actively explore the use of assistive technology (AT) and universal design for learning (UDL). We will focus on social, legal, and ecological factors relating to the use of AT and UDL in education and community settings. Participants will explore various technologies from non-electronic 'low-tech' to digital and mechanized 'high-tech' devices, and learn strategies to assess AT and the strengths and needs of youth with disabilities. We will examine issues of mobility, speech communication, independent living and self-determination, along with Universal Design principles. Participants will have hands-on opportunities to use AT. (Kelly, offered alternate years)

EDUC 308 Politics of Care  Rescue, donation, aid, teaching, and other forms of "helping" are wrapped up in forms of inequality. From orphanages to drug rehabilitation clinics, individuals and organizations who aim to help others find themselves entangled in complex relations of power. This course examines contemporary ethnographies that engage with issues of advocacy, social justice, and care work. We'll explore theories of dependency and the politics of care, relationships between state and private organizations, and the complex position of an ethnographer working as both a researcher and an agent of "change." How do narratives of "serving" and "saving" demarcate lines between those who "have" and those who "need?" We'll consider ethnographies of drug rehabilitation clinics, homeless shelters, immigration advocacy organizations, transgender support groups, homes for the elderly, and mental institutions as we explore the ethics and politics of care. (Staff, offered occasionally)

EDUC 310 Second Language Acquisition  Acquiring a language other than your first is a complicated and challenging endeavor. When the newest language learning app, software program, or textbook comes out, they often claim to be founded in the latest research in psychology, linguistics, or classroom pedagogy, proposing the 'best' way to learn a language. These claims should be evaluated with an understanding of the range of theoretical approaches and research studies that attempt to explain how we acquire second languages, which also account for the immense variation in the success of individual people. This course is an introduction to those theories of second language acquisition (SLA). We will study the major schools of thought and concepts that underpin the field of SLA, and begin to apply this knowledge to analyses of second language data. Many topics are also discussed with respect to their relevancy in the second language classroom. While there are no prerequisites, prior course work or experience in language, linguistics, or language teaching and learning is recommended. This course is required for the TEFL Certificate and for the Spanish for Bilingual Education minor. (Roberson, offered alternate years)

EDUC 320 Children's Literature  Children's literature is roughly as old as the United States, and in recent years it has evolved into the most energetic branch of the publishing industry, with works in the genres of folk tales, poetry, picture books, "easy readers," informational books, chapter books, and novels for middle grades and young adults. Children's books regularly spawn films, and even as we speak the medium is rapidly becoming digital. Children's books can be read carefully for their literary qualities, and are an interesting testing ground for skills in literary criticism. Children's books have been part of the effort to promote multicultural education and social justice in the schools, too; and with the recent robust push-back of conservative religious and political books for children, it is useful to examine the political and social dimension of children's literature. This course examines a set of children's books from many angles, and is suitable for those interested in writing or publishing for children, for future teachers, and for people interested in literature generally. (Daley, offered alternate years)

EDUC 330 Disability and Transition: Life after High School  This course will explore issues related to transitions in the lives of individuals with disabilities, with a focus on transitions between school and adulthood. Current and emerging issues related to equal access in post-secondary educational, vocational, residential, and community settings will be explored. Educational policies and practices related to students with disabilities will also be examined, including self-determination and self-advocacy, IEP planning, assistive technologies, and accommodations. (Kelly, offered alternate years)

EDUC 331 Rethinking Families: Policy, Intervention, and Difference  This course is an exploration of the concept of the family in relation to the policies and institutions that shape our daily lives. We will explore the ways that multiple family formations challenge our conceptions of what makes a family and consider how families are impacted by categories of race, class, citizenship, ability, and sexuality. We will then examine how the family institution has been positioned as a key political site, and explore how families are shaped by public education, law, and social welfare policies, among other institutions. This course asks students to develop an understanding of the family as a political institution, to consider a variety of diverse family formations, and to critically examine the policies and institutions that shape the lives of children and families in the contemporary United States. (Staff, offered ocassionally)

EDUC 333 Literacy  Sixty million adult Americans are said to be functionally illiterate. So are nearly a billion other adults on the planet. In this course, we consider what these people are missing in terms of ways of thinking and seeing the world as well as in civic and economic life. Then we will plunge into what we might do to help them. Solutions are not simple. We will need to explore the history of the English conventions of writing and spelling, the linguistic basis for reading skill, and 'best practices' of teaching reading and writing. Since promoting literacy is a major concern of the international development community, the course will briefly consider international literacy efforts. Contemporary and emerging issues in literacy are also explored. The course is relevant to those interested in educational aspects of public policy, international development, and teaching in the schools. It will also be useful to students involved in tutoring projects such as America Reads. (Staff offered alternate years)

EDUC 335 Arts and Education  The primary purpose of this course is to explore the ways in which the arts serve human development. Students examine the relationship between the arts and various dimensions of development such as cognitive, cultural, and emotional growth. This course is interdisciplinary in nature and addresses some of the following questions: What is art? Do different forms of art serve different functions? What do the arts teach children that other traditional subjects do not teach? What is the role of creativity in art? Students are encouraged to explore connections between the arts and education while also reflecting upon the significance of the arts in their own lives. (Davenport, offered alternate years)

EDUC 336 Special Topics:  The purpose of this series of courses is to investigate a variety of specific, salient social issues in the field of education, with a focus that includes scientific inquiry. Recent topics include Digital Landscapes. (Staff, Offered occasionally)

EDUC 339 Special Topics:  The purpose of this series of courses is to investigate a variety of specific, salient social issues in the field of education, with a focus that includes scientific inquiry (counts towards partical scienctific inqury goal). Recent topics include Patterns and Meanings in Language: Applied Corpus Linguistics. (Staff, offered occasionally)

EDUC 351 Teaching and Learning with Citizen Science  This course will explore the ways in which emerging opportunities and technologies enable students and teachers to contribute to and use citizen science data. Citizen science initiatives enable any person to make scientific observations, gather data and submit those data to web or app-based databases. These data are then available for use, visualization and analysis by both professional scientists and the average citizen. The increasing availability of these technologies creates enormous potential for educators, teachers and students, especially with regard to environmental science, biodiversity conservation, and technology-enhanced field studies. Students will explore a variety of citizen science projects, engage in their own data collection, collaborate with teachers from across the state, and explore the variety of teaching, learning and pedagogical opportunities available to educators. Discussions, projects and topics relate to environmental studies, environmental ethics, public policy, conservation and sustainability. (Makinster, offered occasionally)

EDUC 401 Analysis of Secondary School Teaching  This seminar accompanies EDUC 402, 403, and 410, and focuses on student teaching in secondary schools. It is open only to adolescent teacher certification participants who are engaged in full-time student teaching. It provides a structure within which participants critically examine their classroom experiences of teaching, learning, and curriculum development, with the goal of becoming reflective practitioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester)

EDUC 402 Secondary Practicum  The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 402 must be taken on a credit/no credit basis. EDUC 401 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 403 Secondary Practicum  The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 403 must be taken on a credit/no credit basis. EDUC 401 or 412 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification or who require a secondary school placement for certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 404 Analysis of Elementary and Special Education Teaching  This seminar accompanies EDUC 405, 406 or 407, and 410 and focuses on student teaching in elementary schools This course is open only to participants in the childhood education or dual childhood and students with disabilities teacher certification program who are engaged in full-time student teaching. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becoming reflective practitioners as they critically examine teaching, learning, and curriculum development. Emphasis is placed on application of the above to the teaching of reading English Language Arts. Students must pass this course with a grade of C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Daley, offered each semester)

EDUC 405 Elementary Practicum  Students plan and direct instructional and ancillary activities in an elementary school classroom setting for an academic term. It is expected that students take on all responsibilities normally carried out by elementary teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents/guardians, direction of paraprofessionals and classroom assistants, participation in professional conferences or in service training sessions, and budgeting. EDUC 405 is open only to student teachers in the childhood or dual childhood and students with disabilities teacher certification programs or who require an elementary placement for certification. It is taken concurrently with EDUC 404. This course is taken on a credit/no credit basis. (Daley, offered each semester)

EDUC 406 Elementary Practicum  This is full-time student teaching, taken as a continuation of EDUC 405 during the second seven weeks of the semester, and is for students in the childhood education certification program only. Students complete student teaching (as described in EDUC 405 above). This course is taken credit/no credit. (Daley, offered each semester)

EDUC 407 Special Educ. Practicum  This is full-time student teaching, taken in tandem with EDUC 405 during the second seven weeks of the semester, for students in the dual childhood education and students with disabilities certification program only. Students complete student teaching (as described in EDUC 405 above) in an elementary special education setting. This course is taken credit/no credit. (Daley, Offered each semester)

EDUC 410 Analysis of Teaching in the Disciplines  This professional field-based seminar focuses on the development of a deeper understanding of the disciplinary content that the student teacher is teaching. Through weekly conversations with their student-teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. This seminar supports students as they prepare for and complete the TPA student teacher assessment. Occasional group meetings may be held. (Daley, Offered each semester)

EDUC 412 Analysis of Teaching the Arts  This course is open only to students pursuing certification in visual arts or music who are engaged in full-time student teaching. It is taken concurrently with EDUC 403, 405, and 410. It provides a structure within which students critically examine their classroom experiences of teaching, learning, and curriculum development within the arts, with an eye towards helping students become reflective practitioners. Emphasis is placed upon helping students meet the developmental needs of all students (p-12) while also exploring means of helping all learners meet the New York State Learning Standards in the Arts. This course must be passed with a grade of C or better in order to be recommended for certification. (Daley or Huskie, offered each semester)

EDUC 413 TESOL Practicum I  This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. TESOL Practicum I is a half-semester practicum in which students work with children in kindergarten through grade 6 who are English Language Learners. The practicum requires full time presence in a local school from early morning until mid afternoon or later, five days per week. While enrolled in a student teaching practicum, students normally take no other courses except for two seminars in the Education Department that are designed to accompany the placement. During student teaching, students plan and teach lessons for children who are learning English as a language of instruction, conduct assessments, and collaborate about the children's instructional matters with other teachers in the school as well as with parents/care-givers. Student teachers are visited weekly by faculty supervisors from the Education Department. This course is taken on a credit/no credit basis and is taken concurrently with EDUC 410, 414, and 415. (Daley or Huskie, offered each semester)

EDUC 414 TESOL Practicum II  This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. TESOL Practicum II is a half-semester practicum in which students work with children in grades 7 through 12 who are English Language Learners. The practicum requires full time presence in a local school from early morning until mid afternoon or later, five days per week. While enrolled in a student teaching practicum students normally take no other courses except for two seminars in the Education Department that are designed to accompany the placement. During student teaching, students plan and teach lessons for students who are learning English as a language of instruction, conduct assessments, and collaborate about the students’ instructional matters with other teachers in the school as well as with parents/care-givers.  Student teachers are visited weekly by faculty supervisors from the Education Department. This course is taken on a credit/no credit basis and is taken concurrently with EDUC 410, 413, and 415. (Daley or Huskie, offered each semester)

EDUC 415 Analysis of TESOL  This course is only open to students pursuing certification in TESOL who are engaged in full-time student teaching. Analysis of TESOL is a full-semester seminar to accompany the student teaching semester for students completing New York State certification in Teaching English to Speaker of Other Languages (TESOL), pre-kindergarten through grade 12. In the seminar, students carry out readings and discussions on teaching speaking, listening, reading and writing in English, and relate academic writings on these issues to daily experiences in classrooms. This course is taken concurrently with EDUC 410, 413, and 414. (Daley or Huskie, Huskie, offered each semester)

EDUC 420 Sem: Research in Education  This course is a survey of educational research methods with a special emphasis on qualitative and teacher-generated research. This is a required course for seniors who have been admitted to the MAT Program. (Staff, Spring)

EDUC 450 Independent Study

EDUC 456 Independent Study – Half Credit

EDUC 495/496 Educational Honors

EDUC 498 TEFL Practicum  TEFL certificate program internship. Requires at least 30 hours in a relevant placement. Taken for CR/NC only.

EDUC 499 Education Internship

EDUC 601 Analysis Secondary Teaching: Graduate Level  This seminar accompanies student teaching in the secondary schools and is open only to adolescent teacher certification participants engaged as full-time student teachers who are enrolled in the MAT program. It provides a structure within which participants critically examine their classroom experiences of teaching, learning, and curriculum development, with the goal of becoming reflective practitioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a C or better in order to be recommended for certification. It is taken concurrently with EDUC 602, 603, and 610. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester)

EDUC 602 Secondary Practicum: Graduate Level  The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 601, 603, and 610 are taken concurrently. This course is open only to candidates seeking secondary school teacher certification who are enrolled in the MAT program. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 603 Secondary Practicum: Graduate Level  The practicum experience includes supervised observation and teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 601, 602, and 610 are taken concurrently. This course is open only to candidates seeking secondary school teacher certification or who require a secondary school placement for certification who are enrolled in the MAT program. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

EDUC 604 Analysis Elementary and Special Education Teaching: Graduate Level  This course is open only to participants in the childhood education or dual childhood and students with disabilities teacher certification programs engaged as full-time student teachers who are enrolled in the MAT program. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becoming reflective practitioners as they critically examine teaching, learning, and curriculum development. Emphasis is placed on application of the above to the teaching of reading English Language Arts. Students must pass this course with a grade of C or better in order to be recommended for certification. EDUC 605, 606 or 607, and 610 are taken concurrently. Prerequisites: Completion of all other teacher certification requirements. (Daley, offered each semester)

EDUC 605 Elementary Practicum: Graduate Level  Students plan and direct instructional and ancillary activities in an elementary school classroom setting for an academic term. It is expected that the student take on all responsibilities normally carried out by elementary teachers. These include supervision of children, curriculum planning and evaluation, reporting to parents, direction of paraprofessionals and classroom assistants, participation in professional conferences or in service training sessions, and budgeting. EDUC 605 is open only to student teachers in the childhood or dual childhood and students with disabilities teacher certification programs who are enrolled in the MAT program. This course is taken on a credit/no credit basis and is taken concurrently with EDUC 604, 606 or 607, and 610. (Daley, offered each semester)

EDUC 606 Elementary Practicum: Graduate Level  This is full-time student teaching, taken in tandem with EDUC 605 during the second seven weeks of the semester, open only to students in the childhood education certification program who are enrolled in the MAT program. Students complete student teaching (as described in EDUC 605 above) in elementary education settings. This course is taken credit/no credit and is taken concurrently with EDUC 604, 605, and 610. (Daley, offered each semester)

EDUC 607 Special Educ. Practicum: Graduate Level  This is full-time student teaching, taken in tandem with EDUC 605 during the second seven weeks of the semester, only for students in the dual childhood education and students with disabilities certification program who are enrolled in the MAT program. Students complete student teaching (as described in EDUC 605 above) in elementary special education settings. This course is taken credit/no credit and is taken concurrently with EDUC 604, 605, and 610. (Daley, offered each semester)

EDUC 610 Analysis: Teaching in Disciplines: Graduate Level  This professional field-based seminar open only to students engaged in full time student teaching who are enrolled in the MAT program focuses on the development of a deeper understanding of the disciplinary content the student teacher is teaching. Through weekly conversations with their student-teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. This seminar supports students as they prepare for and take the edTPA student teacher assessment. Occasional group meetings may be held. This is taken concurrently with EDUC 601, 602, and 603, or EDUC 604, 605, and 606 or 607. (Daley, Offered each semester)

EDUC 801 Master's Project  Students complete a graduate level integrative group project that addresses an issue of educational relevance. Projects will analyze an educational issue from multiple perspectives and develop a set of presentations that will be presented publicly (e.g., Senior Symposium, Community Engaged Scholarship Forum, community meeting with stakeholders, conference presentation). This is a required course for students enrolled in the MAT program and is offered in tandem with EDUC 803. Prerequisite: EDUC 420. (Staff, Spring)

EDUC 803 Master's Project  This required seminar is offered in tandem with EDUC 801 and is only open to students enrolled in the MAT program. Offered as CR/NC only. Prerequisite: EDUC 420. (Staff, Spring)

EDUC 820 Graduate Seminar in Education Research  Students will explore educationally relevant research and practices through the course and individually produce a literature review addressing an area of focus. An outside faculty reader must be identified who will review the final literature review. This course is only open to students enrolled in the MAT program. Prerequisite: EDUC 420. (Staff, Spring, offered alternate years)

EDUC 821 Education Foundations  Only open to students enrolled in the Masters of Arts in Teaching program, the course takes an interdisciplinary approach to critically examine the fundamental nature of American education. Students will draw on theoretical frameworks from education, history, sociology, public policy and philosophy to make critical inquiries into educational problems, such as multiculturalism, contemporary school reform, and equality of educational opportunity. Students will explore the interplay of various actors that inform educational experiences, such as children, policy makers, and families, as well as critically engaging ‘text and self’ in relation to educational apparatuses. Ultimately, this course aims to provide pre-service teachers with a rich understanding of the sociopolitical context of schooling and education and the necessary analytical tools to support ethical and responsive teaching and research. Prerequisite: EDUC 420. (Staff, Spring, offered alternate years)