500

This interdisciplinary, community-based field study provides teacher candidates the opportunity to engage in a community based project in order to better understand the community in which they will teach. This course will be presented through a discussion seminar format accompanied by a community service-learning practicum. The course encourages exploration of the issues confronting families and neighborhoods through research, community involvement and assessment in a particular community. Prerequisite(s): None. Co-requisite(s): None. 1 semester hour

This course explores the rich historical and philosophical antecedents of educational programs for young children, including those with exceptionalities. Its scope extends from Plato to the present day with comparisons and contrasts made between earlier educators and leading theorists of the present era. Some cross-cultural comparisons are included: Students are encouraged to use the Internet and other technologies to access current information and examine it with research findings and our knowledge base from the past. The purposes are: to provide the early childhood educator with a context for understanding and evaluating current practices and to provide a context for the development of a reasoned and coherent personal philosophy of caring for and teaching young children, based on ethical and professional practice and decision-making. Prerequisite(s): None. 3 semester hours

This course critically examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced educational policy, laws, school structure, and pedagogical and methodological practices throughout the U.S. history. Students investigate, debate, and critique contemporary issues with regard to socio-economic class, race, gender, ethnicity, and ability. They demonstrate their knowledge, understanding, and reflective practice through personal philosophy statements and other assignments pertaining to the history and philosophy of education and learning and teaching for social justice. This course is only offered for students in the Secondary Education program (2SH) and is taught as an integrated course with SEC 502. Prerequisite(s): None. Co-requisite(s): None. 1-2 semester hours

Candidates will examine their own educational beliefs, personal values, and instructional practices in light of historical /sociological/philosophical issues, themes, and theoretical approaches to education. This course will emphasize how the structural basis of schooling and what gets taught in schools are deeply embedded in the social, cultural, and political context of a particular time. There will be an emphasis on candidates making connections between current and historical struggles in education in order to analyze alternatives to current practices. Through dialogue, readings, interviews, projects, websites, and activities, educators will explore issues of equity and social justice for all students. Prerequisite(s): None. Co-requisite(s): None. 3 semester hours

This course critically examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced policy, laws, school structure, and practices throughout the history of American education. Issues addressed include disability, race, ethnicity, gender, socio-economic class, identity, and immigration. Candidates lay the foundation for the development of a personal philosophy of education and reflectively examine issues of education from social justice perspectives. Prerequisite(s): None. Co-requisite(s): None. 1-3 semester hours

In this course, students examine current social, cultural, political, and economic factors that affect American education and schooling. These factors are examined in relation to students' personal, professional and social identities and experiences. The intent is for educators to understand sociopolitical and cultural contexts of their practice and their abilities and responsibilities that help shape those contexts. Students engage in ongoing discussion of and reflection on moral and ethical responsibilities of educators who construct and implement a plan of action that reflects a commitment to democratic schools and social justice. This course requires a minimum of 15 hours of site-based activities. Prerequisite(s): None. 3 semester hours

2 semester hours

Students have the opportunity to pursue an area of interest under the guidance of a faculty member in Foundations and Research. 1-4 semester hours