Courses of Study 2016-2017 [ARCHIVED CATALOG]
Course Descriptions
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EDUC—Education |
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EDUC 1170 - FWS: Teens in Schools
Fall, spring. 3 credits. Letter grades only.
First-Year Writing Seminar.
B. Duff.
What do research and experience tell us about adolescents in the U.S.? What needs and desires are fundamental, and which are culturally or individually variable? Are U.S. middle and high schools (at least some of them) well designed in light of what we know about teens and the world they are growing up in? Insight into these questions will come from reading, frequent writing, discussion, and weekly trips off campus to work with students at a rural middle or high school.
Outcome 1: Write formal essays that: 1) clearly, concisely, and accurately summarize texts written by scholars writing about education, 2) situate their own theses, and the arguments and evidence for them, in the context of claims and arguments advanced by those who have been writing in the field, 3) exhibit mastery of the conventions (e.g., spelling, punctuation, grammar) of academic English, 4) show academic integrity in their use of citations in APA style, 5) demonstrate growth in function and form, from initial to final draft and from early papers to later ones, 6) convey a sense of caring, engagement, and/or personality without distracting readers from the more “intellectual” qualities of the text
Outcome 2: Use rubrics to provide constructive, actionable feedback on the writing of their peers.
Outcome 3: Participate in class discussions in ways that show active processing of ideas, a growing vocabulary in the discipline, and attention to the contributions of other learners.
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EDUC 2200 - Introduction to Adult Learning: CLASP Democratic Education Seminar I
(D-AG, KCM-AG) (CU-CEL)
Fall, spring. 3 credits. Letter grades only.
A. L. Raymer.
Do adults learn differently than do youth? This experiential and community-engaged course is for anyone interested in planning and facilitating adult, community and lifelong learning. As inquirers ourselves, we not only study principles, theories and methods, we also put into practice what we learn. One of the ways we do this is by incorporating adult learning approaches within the seminar’s design and educational practice (andragogy, rather than pedagogy). Another way we apply what we study is by mentoring adult learners. Each student serves as a learning partner to a Cornell employee who is pursuing an educational aim. A journey of mutual learning is a satisfying and meaningful adventure. As employees’ partners, we are co-learners and co-educators, recognizing that each person has knowledge and experience to bring to the quest.
Outcome 1: Examine the relationship of leadership and learning as a basis for informed practice.
Outcome 2: Develop deep consciousness of one’s own core values, cultural backgrounds and intersectional identities for the purpose of mindfully engaging with others in constructive and respectful ways.
Outcome 3: Identify cultural variables and examine roadblocks to intercultural communication.
Outcome 4: Engage with the essential question, “How do we know what we know?” through consideration of theories of knowledge and conceptualizations of evidence.
Outcome 5: Construct and pilot instructional designs and teaching practices for adult learners.
Outcome 6: Examine trends of educational inequity in this country and ramifications in the lives of adults of poor schooling as children.
Outcome 7: Examine trends of educational inequity in this country and ramifications in the lives of adults of poor schooling as children.
Outcome 8: Through historic and contemporary cases, unpack narratives of popular education in community development, public engagement and social justice through formal, nonformal and informal venues.
Outcome 9: Recognize that being an educator involves understanding issues of power, inequity, and access within a specific context of historical and systemic structures of oppression.
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EDUC 2210 - Methods and Contexts of Adult Learning: Leading and Teaching with Purpose at CLASP
(D-AG, KCM-AG) (CU-CEL)
Fall, spring. 3 credits. Letter grades only.
A. L. Raymer.
In EDUC 2210, Methods and Contexts of Adult Learning, we delve into contemporary and historical contexts of adult and community education. We consider emerging theory and practice in light of current trends suggesting learning and knowing are changing rapidly—and require a wide array of the democratic arts of leadership. Looking back, we study historical developments at the intersection of social change and adult education. Partnering with Cornell employees, we practice mutual learning in our community with adult learners participating in the Community Learning + Service Partnership, CLASP. “A democratic and socially just society should enable all of its citizens to develop their potential to the full … Through learning, people can come to make a real contribution to their own communities and participate in local and national democratic processes.” Communities: Change Through Learning.
Outcome 1: Learn and practice the democratic arts of leadership for collaborative learning and action, including individual competencies as well as group, team and organizational facilities.
Outcome 2: Explore different ways learning-focused leadership is exercised in organizations and communities, and unpack the interrelated relationship of learning and leadership.
Outcome 3: Take advantage of our course as a living lab opportunity to practice learning-focused leadership.
Outcome 4: Trace and critically examine the development and evolution of thinking and practice in adult education and adult learning over time..
Outcome 5: Practice habits of inquiry, integrative learning, evaluative thinking and reflection for meta-learning and improving effectiveness as facilitators of learning in our settings.
Outcome 6: Apply principles of adult learning as the educational partner of an adult learner.
Outcome 7: Gain perspective to situate CLASP in temporal context and conceptual landscapes through researching histories of, and contributors to:
• Community, adult, extension and popular education and its international roots; and,
• The origins of the Community Learning + Service Partnership program and its place in the larger narrative of Cornell’s public purposes, Land Grant mission and the visibly elevated emphasis on public engagement now.
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EDUC 2410 - The Art of Teaching
(CA-AG) (CU-CEL)
Fall, spring. 4 credits. Letter grades only.
Enrollment preference given to: sophomores, juniors and Education Minors. Freshmen encouraged to enroll in spring semester.
J. A. Perry.
This exploratory course is designed for students of all backgrounds and interests who have a desire to learn more about education and teaching. Teaching takes place in a variety of contexts from the family to the workplace, and this course endeavors to examine the elements of teaching that transcend the typical school-teaching environment. Designed to guide students in reflecting upon their experiences to help them better understand the decisions they make as teachers. Students have the opportunity to pursue their own interests through a teaching fieldwork assignment. Possible field experiences range from large group to tutorial situations, from preschool to adult education, from traditional school subject matters to recreational and occupational areas, and from school-based to nonformal situations. The course work and readings are designed to build on these experiences throughout the semester and provide concepts and skills to apply in the field.
Outcome 1: Analyze teaching situations using appropriate conceptual frameworks.
Outcome 2: Articulate and critically examine their beliefs and assumptions about teaching and schooling.
Outcome 3: Reflect on the elements involved in being an effective teacher in formal and informal educational situations.
Outcome 4: Discuss current educational issues as they relate to formal and informal educational settings.
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EDUC 2610 - The Intergroup Dialogue Project
(CA-AG, D-AG, SBA-AG) (CU-CEL)
Fall, spring. 3 credits. Letter grades only.
A. Grabiner Keinan.
The Intergroup Dialogue Project (IDP) at Cornell is a structured, peer facilitated course offering an opportunity for students to develop the skills of/for dialogue in complex and dynamic social and institutional contexts. Students meet in intimate, small group settings to explore personal and social identity formation while examining historical, psychological, and sociological course readings. More broadly IDP fosters a critical awareness of the ways in which sexism, heterosexism, religious intolerance and racism disable social justice and undermine deliberative democracy. Through a variety of in class exercises, written assignments and collaborative action projects students engage, analyze and develop the skills of dialogue for effective communication across social differences in highly diverse social contexts.
Outcome 1: To examine how personal/group socialization influences our perspective, feelings, and behaviors regarding real life issues.
Outcome 2: To discuss real life, controversial topics.
Outcome 3: Learn how to stay in dialogue even when groups differ.
Outcome 4: To learn how to use conflict in a way that deepens understanding.
Outcome 5: Explore the dynamics of inter-group relations in the classroom.
Outcome 6: Explore membership in own social identity group in the dialogue.
Outcome 7: Understand individual and group identity within sanctum of own group.
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EDUC 3110 - Educational Psychology (crosslisted) COMM 3110 , HD 3110
(CA-AG, KCM-AG)
Fall. 4 credits.
D. Schrader.
For description, see COMM 3110 .
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EDUC 3310 - [Careers in Agriculture, Extension, and Adult Education]
Spring. 3 credits. Letter grades only.
J. A. Perry.
Designed to examine program development, methodologies, leadership, evaluation, and implementation in three areas of teaching: adult education, cooperative extension, and agricultural education. The course provides a historical perspective and an introduction to the organization and scope of programs. Students examine career opportunities and characteristics of the professions addressed. Course activities include a class project, field observation, and experiences during arranged times.
Outcome 1: Become aware of differences and similarities across the audience profiles and develop targeted approaches to each.
Outcome 2: Gain understanding of the history and future development of extension programming and how it impacts instructional methods and opportunities.
Outcome 3: Develop a personal philosophy and vision for presenting technical information in a professional, yet approachable format that stimulates questions and further inquiry.
Outcome 4: Gain competency in selecting and integrating appropriate technological tools
for instruction across a variety of audiences.
Outcome 5: Develop techniques to establish programming that differentiates presentations for a workshop, outreach program, and classroom presentation.
Outcome 6: Understand assessment strategies to verify learning objectives have been met and ascertain participant attitudes toward topics.
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EDUC 3320 - Program Planning in Agriculture and Education
(SBA-AG) (CU-CEL)
Summer. 3 credits. Letter grades only.
Co-meets with EDUC 5320 .
J. Perry.
Organization and planning processes for public school agricultural education. Local needs assessments, advisory committees, community-partnering, course development, sequencing instruction, professional development. Fieldwork required.
Outcome 1: Express an introductory level understanding of the structures, purposes, and philosophy of the agricultural sector you are planning for.
Outcome 2: Describe the processes involved in planning and managing a program of work.
Outcome 3: Develop and sequence the content for a program that meets the needs of your audience and community.
Outcome 4: Plan an instructional (teaching) calendar.
Outcome 5: Develop a complete Program Plan for an educational entity.
Outcome 6: Develop a plan for your own professional development.
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EDUC 3350 - Youth Organizations and Leadership Development
(SBA-AG) (CU-CEL)
Fall. 3 credits. Letter grades only.
Co-meets with EDUC 5350 .
J. Perry.
Participants learn how to facilitate both youth and adult volunteer leadership development. They examine factors affecting membership, purposes, design, operation, and administration of youth organizations.
Outcome 1: Demonstrate application of experiential learning models in education.
Outcome 2: Explain how youth organizations relate to secondary education and career exploration.
Outcome 3: Demonstrate knowledge and skills necessary for managing a 4-H/FFA chapter.
Outcome 4: Explain how the 4-H/FFA functions on the local, state, and national levels.
Outcome 5: Apply youth leadership theory to development of targeted youth organizations.
Outcome 6: Engage in the issues surrounding youth development in education & society.
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EDUC 3405 - [Multicultural Issues in Education] (crosslisted) AMST 3405 , ANTHR 3405 , LSP 3405
(D-AG)
Spring. Next offered 2017-2018. 4 credits. Letter grades only.
S. Villenas.
For description, see ANTHR 3405 .
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EDUC 3510 - Engaged Learning through Extension, Outreach, and Instruction
Spring. 3 credits. Letter grades only.
Co-meets with EDUC 5510 .
J. A. Perry.
Course is designed to explore strategies and instruction across three aspects of adult education: the Cooperative Extension Service as a structured delivery vehicle, outreach in more informal and non-traditional formats, and college instruction as a formal structure to deliver technical expertise. The intent is to develop a program to meet our target audience, then implement a plan that successfully meets the needs and expectations of instructor and participants alike.
Outcome 1: Students will become aware of differences and similarities across the audience profiles and develop targeted approaches to each.
Outcome 2: Students will gain understanding of the history and future development of extension programming and how it impacts instructional methods and opportunities.
Outcome 3: Students will develop a personal philosophy and vision for presenting technical information in a professional, yet approachable format that stimulates questions and further inquiry.
Outcome 4: Students will gain competency in selecting and integrating appropriate technological tools for instruction across a variety of audiences.
Outcome 5: Students will develop techniques to establish programming that differentiates presentations for a workshop, outreach program, and classroom presentation.
Outcome 6: Students will understand assessment strategies to verify learning objectives have been met and ascertain participant attitudes toward topics.
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EDUC 3610 - Advanced Intergroup Dialogue (crosslisted) ILRID 3610
(HA-AG, SBA-AG) (CU-SBY)
Fall, spring. 3 credits. Letter grades only.
Prerequisite: EDUC 2610 or equivalent experience.
A.T. Miller, M. Williams.
This course extends and elaborates the theoretical background and principle skills for use in facilitating Intergroup Dialogues. Students will engage models of social identity development, intercultural competency and conflict exploration along with practice centered skill development in group processes, coalition building and leadership. Students apply theory, principles and skills of dialogue in areas of gender inequality, classism and homophobia among others.
Outcome 1: Distinguish dialogue from debate and discussion; employ techniques of dialogue in complex social settings.
Outcome 2: Develop effective group facilitation skills.
Outcome 3: Explore processes of socialization.
Outcome 4: Employing critical reflection for effective pedagogy.
Outcome 5: Critical interpretation of diverse perspectives in project development and coalition building.
Outcome 6: Managing and leading group processes.
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EDUC 4010 - Special Methods of Instruction in Agricultural Science Education
Fall, spring. 1-3 credits, variable. Letter grades only.
J. Perry.
Students complete learning and skills development about special methods for teaching agricultural science education. Such learning and skill development may include metal fabrication, small engine physics, and/or special laboratory instruction related to agricultural sciences. Students reflect upon that learning and skill development and then create units of instruction employing special methods used to teach secondary and/or post-secondary students about agricultural knowledge, skills, and processes.
Outcome 1: Develop proficiency and knowledge of technical aspects of teaching agriculture to include metal or wood fabrication, small engine maintenance and repair or hydraulics and electricity.
Outcome 2: Demonstrate safe and effective teaching strategies to deliver content in outcome #1 to the selected audience base.
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EDUC 4040 - Engaging Youth in Learning
(CU-CEL)
Fall, spring. 4 credits. Letter grades only.
B. Duff.
Students study and apply key concepts and principles in curriculum design, assessment, and teaching. The focus is pre-teen and adolescent learners. In required fieldwork (2 hours weekly), students will use what they are learning to plan and run an after-school program on story-telling through film for local middle school students. (No prior knowledge of film required.)
Outcome 1: Navigate state and national standards documents in your discipline/content area, identifying the key factual, conceptual, and process standards.
Outcome 2: Use big ideas and essential questions (as defined by Wiggins & McTighe) to create engaging contexts for standards-based learning units.
Outcome 3: Develop performance-based assessments of key learning goals, and rubrics for evaluating student performance on them, that support valid inferences about student mastery.
Outcome 4: Divide the learning goals of a unit into realistic lesson-size “chunks.”
Outcome 5: Plan and flexibly implement lessons that use the following pedagogies to help students reach well-defined, standards-based goals: discussion, interactive lecture, modeling with gradual release of responsibility, and collaborative, problem-based learning.
Outcome 6: Arrange a classroom and devise instructions to minimize the likelihood of classroom management problems.
Outcome 7: Deal with minor classroom disruptions (e.g., a student talking out of turn) smoothly and without making students lose face.
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EDUC 4050 - Perspectives in Collegiate Teaching and Learning
(KCM-AG, SBA-AG)
Fall, spring. 4 credits. Letter grades only.
Prerequisite: EDUC 4040 ; admission to Cornell Teacher Education program or permission of instructor.
J. Perry.
EDUC 4050 builds off of the broad nature of EDUC 2410. This course incorporates extensive field work in teaching, lesson planning, and evaluation based upon current theories in instruction at the collegiate level. The course is intended to integrate theory and practice associated with learning and teaching in college classroom settings and includes a minimum of 40 hours of supervised fieldwork in specific college classes.
Outcome 1: Becoming a professional teacher who is developing the knowledge, skills, and dispositions of reflective practice, collaborative action, and lifelong inquiry into teaching and learning.
Outcome 2: Developing a personal philosophy of and a vision for delivering technical content through education pedagogy.
Outcome 3: Develop understanding of how to integrate subject specific knowledge and pedagogy, nature of the discipline and nature of learning in the college classroom.
Outcome 4: Designing learning environments that promote engaged learning.
Outcome 5: Developing skills in communication, management, and a variety of instructional and assessment strategies that contribute to meaningful instruction college classes.
Outcome 6: Becoming competent in selecting and integrating appropriate technological tools into instruction.
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EDUC 4402 - [Anthropology of Education] (crosslisted) ANTHR 4402
(CA-AG)
Fall. Next offered 2017-2018. 4 credits.
Co-meets with ANTHR 7402 /EDUC 7402 .
S. Villenas.
For description, see ANTHR 4402 .
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EDUC 4720 - [Philosophy of Education]
Fall. 3 credits. Letter grades only.
Co-meets with EDUC 6720 .
T. Richardson.
Introduces students to central questions of philosophy of education: What is the role of schooling in society? How does one become “educated?” How do educators foster ethical relations? Students develop responses to these questions by looking at the writings of prominent philosophers in the 20th century who have interrogated pedagogy, equity, curriculum, and the teacher-student relation. Under each of these topics, students similarly probe how recent writings in philosophy of education take up issues of gender, diversity, and citizenship.
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EDUC 4940 - Special Topics in Education
Fall, winter, spring, summer. 1-4 credits, variable.
Permission of instructor required.
Staff.
The department teaches “trial” courses under this number. Offerings vary by semester and will be advertised by the department before the semester starts. Courses offered under this number will be approved by the department curriculum committee, and the same course is not offered more than twice under this number.
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EDUC 4960 - Undergraduate Internship In Education
Fall, spring. 1-3 credits, variable.
Permission of instructor required.
Staff.
On-the-job learning experience under the supervision of professionals in a cooperating organization. A learning contract is written between the faculty supervisor and students, stating the conditions of the work assignment, supervision, and reporting. All 4960 internship courses must adhere to the CALS guidelines at cals.cornell.edu/academics/student-research/internship.
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EDUC 4970 - Individual Study in Education
Fall, spring, summer. 1-3 credits, variable.
Students must register using CALS Special Studies form available online.
Staff.
A student may, with approval of a faculty advisor, study a problem or topic not covered in a regular course or may undertake tutorial study of an independent nature in an area of educational interest.
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EDUC 4980 - Undergraduate Teaching
Fall, spring. 1-3 credits, variable.
Prerequisite: GPA of at least 2.7. Four credits max over student’s career. during undergraduate career. Students must register using CALS Special Studies form available online.
Staff.
Participating students assist in teaching a course allied with their education and experience. Students are expected to meet regularly with a discussion or laboratory section, to gain teaching experience, and regularly to discuss teaching objectives, techniques, and subject matter with the professor in charge.
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EDUC 4990 - Undergraduate Research
(CU-UGR)
Fall, spring, summer. 1-6 credits, variable (may be repeated up to 6 credits). Letter grades only.
Prerequisite: GPA of at least 2.7. Enrollment limited to: juniors or seniors. Not open to students who have earned 6 or more undergraduate research credits elsewhere in the college. Students must register using CALS Special Studies form available online.
Staff.
Affords opportunities for students to carry out independent research under appropriate supervision. Each student is expected to review pertinent literature, prepare a project outline, conduct the research, and prepare a report.
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EDUC 5020 - Education and Development in Africa (crosslisted) ASRC 6600
Spring. 4 credits.
N. Assié-Lumumba.
For description, see ASRC 6600 .
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EDUC 5320 - Program Planning in Agriculture and Education
(SBA-AG) (CU-CEL)
Summer. 3 credits. Letter grades only.
Co-meets with EDUC 3320 .
J. Perry.
Organization and planning processes for public school agricultural education. Local needs assessments, advisory committees, community-partnering, course development, sequencing instruction, professional development. Fieldwork required.
Outcome 1: Express an introductory level understanding of the structures, purposes, and philosophy of the agricultural sector you are planning for.
Outcome 2: Describe the processes involved in planning and managing a program of work.
Outcome 3: Develop and sequence the content for a program that meets the needs of your audience and community.
Outcome 4: Plan an instructional (teaching) calendar.
Outcome 5: Develop a complete Program Plan for an educational entity.
Outcome 6: Develop a plan for your own professional development.
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EDUC 5350 - Youth Organizations and Leadership Development
(SBA-AG) (CU-CEL)
Fall. 3 credits. Letter grades only.
Co-meets with EDUC 3350 .
J. Perry.
Participants learn how to facilitate both youth and adult volunteer leadership development. They examine factors affecting membership, purposes, design, operation, and administration of youth organizations.
Outcome 1: Demonstrate application of experiential learning models in education.
Outcome 2: Explain how youth organizations relate to secondary education and career exploration.
Outcome 3: Demonstrate knowledge and skills necessary for managing a 4-H/FFA chapter.
Outcome 4: Explain how the 4-H/FFA functions on the local, state, and national levels.
Outcome 5: Apply youth leadership theory to development of targeted youth organizations.
Outcome 6: Engage in the issues surrounding youth development in education & society.
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EDUC 5370 - Advanced Program Planning and Youth Organizations in Agricultural Science Education
(CU-CEL)
Summer. Offered alternate years. 3 credits. Letter grades only.
J. Perry.
Advanced development of the organization and planning processes necessary to operate a successful agricultural science education program in the public schools. Interaction with state and national resources, implementation strategies will be researched. Models of engagement identified and developed in preparation for entry into the field of teaching. Fieldwork provides experience with New York agricultural education students, teachers, and curriculum development for new programs.
Outcome 1: Express a mastery level understanding of the structures, purposes, and philosophy of agricultural science education.
Outcome 2: Express a mastery level of understanding curriculum theory and curriculum practices.
Outcome 3: Describe the processes involved in planning and managing a program of agricultural science education.
Outcome 4: Develop and sequence the content for a course that meets the needs of your students, community, and school that conforms to the requirements of the New York State agricultural curriculum and supports the New York State Learning Standards and national
Agricultural Food and Natural Resources standards.
Outcome 5: Establish a plan for establishing a new or redeveloping an existing agricultural program.
Outcome 6: Develop a five-year plan for your own professional development.
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EDUC 5440 - [Curriculum and Instruction]
Spring. 3 credits.
Prerequisite: EDUC 2410 or permission of instructor.
B. P. Duff.
Focuses on deep exploration of two questions: What should students be learning in schools? How do students best learn these things? Exploration of the first question depends heavily on readings from educational philosophy, and exploration of the second uses research from cognitive science.
Outcome 1: Students will be able to clearly articulate and compellingly defend answers to the question of what students should learn in K-12.
Outcome 2: Students will be able to design a curriculum for a course using the backward-design approach.
Outcome 3: Students will understand, and be able to develop strategies to implement, basic principles of learning and motivation in K-12 classrooms.
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EDUC 5510 - Engaged Learning Through Extension, Outreach, and Instruction
Spring. 3 credits. Letter grades only.
Co-meets with EDUC 3510 .
J. A. Perry.
Course is designed to explore strategies and instruction across three aspects of adult education: the Cooperative Extension Service as a structured delivery vehicle, outreach in more informal and non-traditional formats, and college instruction as a formal structure to deliver technical expertise. The intent is to develop a program to meet our target audience, then implement a plan that successfully meets the needs and expectations of instructor and participants alike. The graduate level option will incorporate workshop, outreach, and instructional presentations developed from the grad student’s area of expertise. A unit plan of instruction will also be developed.
Outcome 1: Students will become aware of differences and similarities across the audience profiles and develop targeted approaches to each.
Outcome 2: Students will gain understanding of the history and future development of extension programming and how it impacts instructional methods and opportunities.
Outcome 3: Students will develop a personal philosophy and vision for presenting technical information in a professional, yet approachable format that stimulates questions and further inquiry.
Outcome 4: Students will gain competency in selecting and integrating appropriate technological tools for instruction across a variety of audiences.
Outcome 5: Students will develop techniques to establish programming that differentiates presentations for a workshop, outreach program, and classroom presentation.
Outcome 6: Students will understand assessment strategies to verify learning objectives have been met and ascertain participant attitudes toward topics.
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EDUC 5630 - [Using Statistics to Explore Social Policy and Development] (crosslisted) DSOC 5630
Fall. Next offered 2017-2018. 3 credits.
Prerequisite: minimally one statistics course. Co-meets with DSOC 4631 .
J. Sipple.
For description and learning outcomes, see DSOC 5630 .
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EDUC 5710 - America’s Promise: Social and Political Context of American Education (crosslisted) AMST 5710 , DSOC 5710 , SOC 5710
(HA-AG, SBA-AG)
Fall. 4 credits.
Enrollment limited to: Cornell Teacher Education Program or permission of instructor. Co-meets with AMST 2710 /DSOC 2710 /EDUC 2710 /SOC 2710 .
J. Sipple.
For description and learning outcomes, see DSOC 5710 .
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EDUC 6610 - [Complex Organizations, Education, and Development] (crosslisted) DSOC 6610
(CU-SBY)
Spring. Next offered 2017-2018. 3 credits.
J. Sipple.
For description and learning outcomes, see DSOC 6610 .
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EDUC 6710 - [Schools, Communities and Policy Reform] (crosslisted) DSOC 6710
(CU-SBY)
Spring. Next offered 2017-2018. 3 credits.
J. Sipple.
For description and learning outcomes, see DSOC 6710 .
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EDUC 6720 - [Philosophy of Education]
Fall. 3 credits. Letter grades only.
Co-meets with EDUC 4720 .
T. Richardson.
Introduces students to some of the central questions of philosophy of education: What is the role of schooling in society? How does one become “educated?” How do educators foster ethical relations? Students develop responses to these questions by looking at the writings of prominent philosophers in the 20th century who have interrogated pedagogy, equity, curriculum, and the teacher-student relation. Under each of these topics, students similarly probe how recent writings in philosophy of education take up issues of gender, diversity, and citizenship.
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EDUC 6940 - Special Topics in Education
Fall, spring, summer. 1-3 credits, variable.
Permission of instructor required.
Staff.
Topics TBA.
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EDUC 6970 - Graduate Individual Study in Education
Fall, spring, summer. 1-3 credits, variable.
Permission of instructor required. Enrollment limited to: graduate students.
Staff.
A graduate student may, with approval of a faculty advisor, study a problem or topic not covered in a regular course or may undertake tutorial study of an independent nature in an area of educational interest.
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EDUC 6980 - Graduate Supervised Teaching in Education
Fall, spring. 1-2 credits, variable. Letter grades only.
Permission of instructor required. Enrollment limited to: graduate students.
Staff.
Participating graduate students assist in teaching a course allied with their education and experience. Students are expected to meet regularly with a discussion or laboratory section, to gain teaching experience, and regularly to discuss teaching objectives, techniques, and subject matter with the professor in charge.
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EDUC 7000 - Directed Readings
Fall, spring, summer. 1-6 credits, variable.
Permission of instructor required. Enrollment limited to: Graduate standing.
Staff.
For study that predominantly involves library research and independent study.
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EDUC 7010 - Empirical Research
Fall, spring, summer. 1-6 credits, variable.
Permission of instructor required. Enrollment limited to: Graduate standing.
Staff.
For study that primarily involves collection and analysis of research data.
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EDUC 7020 - Practicum
Fall, spring, summer. 1-6 credits, variable.
Permission of instructor required. Enrollment limited to: Graduate standing.
Staff.
For study that predominantly involves field experience in community settings.
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EDUC 7030 - Teaching Assistantship
Fall, spring, summer. 1-6 credits, variable.
Permission of instructor required. Enrollment limited to: Graduate standing.
Staff.
For students assisting faculty with instruction. Does not apply to work for which students receive financial compensation.
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EDUC 7040 - Research Assistantship
Fall, spring, summer. 1-6 credits, variable.
Permission of instructor required. Enrollment limited to: Graduate standing.
Staff.
For students assisting faculty with research. Does not apply to work for which students receive financial compensation.
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EDUC 7050 - Extension Assistantship
Fall, spring, summer. 1-6 credits, variable.
Permission of instructor required. Enrollment limited to: graduate standing.
Staff.
For students assisting faculty with extension activities. Does not apply to work for which students receive financial compensation.
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EDUC 8900 - Master’s Level Thesis Research
Fall, spring. 1-9 credits, variable.
Permission of instructor required. Each student, before course enrollment, must obtain approval of faculty member who will assume responsibility for guiding work.
Staff.
Research at the M.S. level.
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EDUC 9900 - Doctoral-Level Thesis Research
Fall, spring. 1-12 credits, variable.
Permission of instructor required. Each student, before course enrollment, must obtain approval of faculty member who will assume responsibility for guiding work.
Staff.
Doctoral or other research and development projects for Ph.D. students.
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