Education

EDUC 1111. Education in the Community. (4 Hours)

Considers the unique contributions of community, family, and public schools to education in the United States today. Uses classroom and field-based activities to provide historical and social contexts of public education. Encourages students to reflect on their own prior education, to learn from persons active in the education community, and to consider their future roles as educators.

Attribute(s): NUpath Difference/Diversity, NUpath Integration Experience, NUpath Societies/Institutions

EDUC 1990. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 2990. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 3990. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 4990. Elective. (1-4 Hours)

Offers elective credit for courses taken at other academic institutions. May be repeated without limit.

EDUC 5503. Culture, Equity, Power, and Influence. (4 Hours)

Examines the broad construct of culture and explores how these characteristics impact personal identity, access to education, social mobility, power, and influence. Explores educational institutions as cultural systems and questions concepts at the heart of personal and professional interactions in teaching, learning, curriculum, and administration. Expects students to participate in reflective discussion and begin to explore their own feelings and experience with culture; to develop competencies spanning cultural and international boundaries; to prepare to be more effective in diverse settings; and to influence and advocate for systemic change.

EDUC 5504. Child and Adolescent Development, Learning, and Teaching. (4 Hours)

Surveys contemporary educational theory of human learning and accomplished teaching. Offers students an opportunity to develop a working understanding of teaching and learning as they occur in different types of schools and community settings. Investigates how children and adolescents learn, acquire knowledge, and make sense of their experience, as well as theories of teaching or pedagogy—how best to teach for understanding and learning achievement.

Prerequisite(s): EDUC 1111 with a minimum grade of D-

EDUC 5570. Inclusion, Equity, and Diversity. (4 Hours)

Addresses the range of learning needs of special education legislation, as well as the politics of who is identified and why. Examines students’ own attitudes about teaching children with learning disabilities. Offers students an opportunity to develop skills and strategies for identifying and teaching learning-disabled children. Requires graduate students to demonstrate advanced levels of study and research.

Prerequisite(s): EDUC 1111 with a minimum grade of D-

EDU 5051. Culture, Equity, Power, and Influence. (3 Hours)

Examines the broad construct of culture and explores how these characteristics impact personal identity, access to education, social mobility, power, and influence. Explores educational institutions as cultural systems and questions concepts at the heart of personal and professional interactions in teaching, learning, curriculum, and administration. Expects students to participate in reflective discussion and begin the personal exploration of their own feelings and experience with culture; to develop competencies spanning cultural and international boundaries; to prepare to be more effective in diverse settings; and to influence and advocate for systemic change.

EDU 5086. Foundations of Literacy Development and Instruction. (3 Hours)

Introduces fundamental theoretical and practical instructional principles of developing reading, writing, and language arts, grounded in research on cognitive development and language acquisition, and informed by political and sociocultural perspectives. An integrated language model suggests that reading, writing, and thinking be viewed as interrelated, critical processes for exploring and responding to the world. Offers students an opportunity to acquire foundational knowledge of materials, instructional strategies, and assessment tools that support developing literacy and engaging learners.

EDU 5101. Critical Issues in Education: Past and Present. (2 Hours)

Examines the historical, political, economic, and societal roles of schools while interrogating educational policies, inequities, and controversies that impact K–12 education, as well as the classroom and community opportunities for teachers to effect change. Educational experiences and outcomes in the United States are shaped by existing systems and institutional structures.

EDU 5102. Reflection, Community Engagement, and Agency in Education. (2 Hours)

Introduces the facets of reflective practice beginning with a dispositional self-assessment to ground an exploration of culturally responsive teaching, culturally and linguistically sustaining practices, and to cultivate an activist mindset. Includes a community-based field component to explore funds of knowledge within specific community contexts to in order to support the development of an asset view of students and families and empower an understanding of dynamic experiential teaching and learning.

EDU 5104. Child and Adolescent Development, Learning, and Teaching. (3 Hours)

Surveys contemporary educational theory of human learning and accomplished teaching. Offers students an opportunity to develop a working understanding of teaching and learning as they occur in different types of schools and community settings. Investigates how children and adolescents learn, acquire knowledge, and make sense of their experience, as well as theories of teaching or pedagogy—how best to teach for understanding and learning achievement.

EDU 5107. Inclusion, Equity, and Diversity. (3 Hours)

Addresses the range of learning needs of special education legislation, as well as the politics of who is identified and why. Examines students’ own attitudes about teaching children with learning disabilities. Offers students an opportunity to develop skills and strategies for identifying and teaching learning-disabled children. Requires graduate students to demonstrate advanced levels of study and research.