Image error

Courses and Syllabi

Showing 1 - 15 of 41 Results
Flitered By:
Code Number Hours Name of the Course
EDCURINS 382 3 Introduction to Environmental Education for Sustainable Development (ENVIRON 382)

As a result of this course, students learn how to educate a citizenry able and willing to work towards environmental and sustainability goals, as well as how to develop, implement, and evaluate their own education efforts. Student will teach in local formal and non-formal settings and have the option to become certified in popular national environmental education programs.

EDUC 200 3 Learning for Social Change

Students in this course will explore various ideas about what it means to learn and how those ideas have impacted educational practice. They will explore relationships among learning, education, and power, in addition to investigating the design of learning environments that promote empowerment and/or social change.

EDUC 210 3 Mathematics and Social Justice

Introduces students to current issues in educational practice, policy, and theory. Provides opportunities to investigate issues of teaching and learning to broader social/cultural trends. Topics vary with each offering. No prerequisites.

EDUC 211 3 Introduction to Educational Policy, Inquiry and Advocacy

This course aims to support students in becoming critical consumers of educational policy issues in both media and educational research. We examine ideologies and levers used in past and current educational reform efforts that reflect multiple views on the purpose of schools, the role of educators, and the functions of policies and policy makers.

EDUC 212 3 The History of College Athletics

Why is our nation the only one in the world to take school sports so seriously, and what are the implications of this practice? This course attempts to answer these questions by starting with Thomas Jefferson’s Northwest Ordinance, moving to Britain’s “Oxbridge” model of “sound mind, sound body,” then demonstrating how numerous forces combined these elements into a distinctly American concoction. The story is continued to the present day with a look at the business of school sports and at educational contributions that sports provide to these institutions, including high schools and colleges.

EDUC 218 3 Homelessness in Schools and Society: Engaged Practice in School Serving Organizations

In this course students extend what they have learned about U.S. schools and the institutions that serve public schools through extensive and varied practicums in these organizations and institutions. Students will acquire hands-on experience, in work nested inside an institution that serves and supports children, schools, and their communities.

EDUC 220 3 Coaching for Today's Society

Coaching for Today's Society is a course designed to aid students in reaching people where they currently are. You will not be a successful coach if you do not know and understand your audience. In order to be effective when reaching out to your audience you must be able to paint a picture or create a shared vision that resonates with your audience on all sensory levels. During this course we will identify and discuss the basic tenets associated with our targeted groups from same age/similar thought processes to multi-generational influencers (Boomers). Coaching in the broad sense deals with basic interpersonal skill sets to help you build a solid foundation however understanding how to coach in today's complex society goes beyond the foundation. We will identify and discuss the roles of family/life experiences, cultural nuances and how social norms play in helping or inhibiting us from connecting with people whether at the high school level, college level or in the workforce. At the end of the course you will feel confident working with diverse groups of people in any given setting.

EDUC 240 3 Coaching as Leading and Leading as Coaching

Everyone agrees that our best coaches are some of our best leaders. But why? What do they do differently from leaders in other fields, and why are they so effective? In this course, we will study the best coaches, their philosophies, and why they work so well, through a half-dozen books and a substantial course pack. We will study what theories, policies, and practices are transferrable to the "real world," and which are not. We will explore what works best (and what doesn't), through a few guest lectures, group activities, and two papers.

EDUC 250 3 Growing Up in School – Education and Development from a Global Perspective

This course will compare the development of children in schooling systems cross-culturally, looking at the period from preschool to college entrance selection. By comparing education in diverse societies we will identify both universal features of development and particular ways that different societies promote the development of healthy, competent adults.

EDUC 260 3 Tutoring Literacy and Language in the Elementary Grades

This course will develop literacy tutors’ skills in working with students in the elementary grades. In this course, participants will learn to develop engaging tutoring sessions and to enact a range of instructional routines for working with students in support of their literacy and language development.

Term Faculty Syllabus
Gina N. Cervetti
EDUC 275 3 Wellness for Learning, Teaching, Coaching and Leadership

This course examines factors that contribute to (or detract from) our ability to reach peak performance in everything we do. Mental, emotional, psychological, and physical wellness are key to performance and productivity. Students will learn practices to promote wellness, in themselves and others, to support learning, teaching, coaching, and leadership.

EDUC 301 3-12 Directed Teaching in the Elementary Grades

Prerequisites: EDUC 307(6), 391, 392, 401, 403, 406, 411, 421, 431. Students must satisfy other requirements, such as grade point average, described in this School of Education Bulletin.

Develops the special knowledge and competencies required of nursery and elementary school teachers through observation and teaching in elementary school classrooms under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.
 

Term Faculty Syllabus
Debi Khasnabis
EDUC 302 6-12 Directed Teaching in the Secondary School

Prerequisites: EDUC 307, 391, 392, and appropriate methods course.

Guides observation and teaching in secondary school classrooms, as well as involvement in other roles of the secondary school teacher, under the joint supervision of University and public school personnel. Requires a daily uninterrupted block of four to seven hours during the school day. Open only to seniors, special students, and graduate students who have been admitted to the teacher education program.  Students must satisfy other requirements, such as grade point average, described in this School of Education Bulletin.

Term Faculty Syllabus
EDUC 303 2 Problems and Principles of Elementary Education

Prerequisites: Must be elected concurrently with EDUC 301.
Draws upon experiences in elementary directed teaching; considers characteristics and experiences of pupils in the school, classroom environment, teaching competencies and professional responsibilities, school curriculum and policies, and administrative/organizational problems. Open only to students who are enrolled in 301 and who are thereby observing and teaching in the regular classroom.
 

Term Faculty Syllabus
Debi Khasnabis
EDUC 304 1-4 Problems and Principles of Secondary Education

Prerequisites: Must be elected concurrently with EDUC 302.
Draws upon resources found in the directed teaching environment; considers problems and issues in four broad areas: students in the school, the teacher’s professional responsibilities, curriculum understandings, and administrative/organizational problems. Open only to students enrolled in 302.