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Education-Human Services |
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EDHS 8660 - Personality Assessment I
First of a two-semester sequence in personality assessment. Trains the clinical/school psychology graduate student in basic methods of clinical assessment using a battery of psychological tests, including both projective and non-projective instruments. There are two components to the first semester course: critical examination of theory and research on psychological testing; and a supervised practicum in clinical assessment. Clinical assessments of children and adults are covered. Prerequisite: EDHS 7640 and instructor permission.
Credits: 3
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EDHS 8670 - Personality Assessment II
Second of a two-semester sequence in personality assessment. During this semester, students examine theory, practice, and research on the application of a variety of personality assessment techniques and instruments to specific diagnostic questions (e.g., assessment of psychotic, affective, neurotic, and borderline disorders); and continue learning to conduct personality assessments through a supervised practicum. Clinical assessments of children and adults are covered. Prerequisite: EDHS 8660 and instructor permission.
Credits: 3
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EDHS 8690 - School/Clinical Psychology Practicum
Supervised field experience in activities central to the role of the school/child psychologist. Prerequisite: EDHS 7640.
Credits: 1 to 6
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EDHS 8691 - Clinical Practicum: Communication Disorders
Clinical Practicum for Graduate Communication Disorders students
Credits: 3
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EDHS 8700 - Clinical Psychology Practicum
Supervised placement in a setting designed to provide students with clinical experiences dealing with children, adults, and families.
Credits: 1 to 6
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EDHS 8710 - Psychosocial Consultation
Seminar and practicum experience designed specifically for advanced doctoral students. Focuses on the theoretical and research issues that relate to the practice of consultation and supervision. In addition to the readings and class discussions, students engage in both consultation and supervisory activities. Students are challenged to draw upon their prior knowledge of psychological assessment, problem solving, methods of intervention, and psychological theory. Facilitates the integration of prior learning into practice. Prerequisite: EDHS 7680 and instructor permission.
Credits: 1
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EDHS 8720 - Group Therapy Interventions
Designed to broaden and strengthen the group therapeutic skills and experience of doctoral students. Entails the observation of various group procedures and participation in an ongoing group experience. Prerequisite: Instructor permission.
Credits: 3 to 6
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EDHS 8730 - Family Therapy: Theory and Techniques
Examines major schools in the field of family therapy with a focus on learning how to conceptualize a case from these different perspectives. Special emphasis is on the application and evaluation of various intervention models to family problems commonly presented in therapy. Observation of actual cases is a required part of the course. Prerequisite: EDHS 8640, 8650 or equivalent, and instructor permission.
Credits: 3
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EDHS 8740 - Advanced Family Therapy
Advanced seminar in family therapy is designed to give students an in-depth exposure to methods of family intervention. Includes both didactic and case format. Prerequisite: EDHS 8730 and instructor permission.
Credits: 3
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EDHS 8750 - Psychological Intervention and Consultation in Schools
Advanced study of the role and function of the psychologist in school settings. Topics include psychoeducational assessment and remediation procedures; varieties and techniques of appropriate psychological interventions in schools; models of, and national trends in, school psychology service delivery. Prerequisite: Instructor permission.
Credits: 3
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EDHS 8980 - Practicum
Supervised field experiences under the direction of professional staff. Student should obtain approval from their advisor before registering for this practicum.
Credits: 1 to 6
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EDHS 8998 - Masters Research Internship
Designed to give masters students experience conducting research in professional settings appropriate to their disciplines. Prerequisites: Permission of Advisor.
Credits: 1 to 12
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EDHS 8999 - Masters Thesis
Masters Thesis
Credits: 1 to 6
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EDHS 9090 - Doctoral Seminar: Communication Disorders
Variable topics. Prerequisite: Instructor permission.
Credits: 1
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EDHS 9210 - Advanced Group Counseling Theories and Practicum
Advanced graduate seminar and practicum in group counseling theories and technique. Different theoretical approaches to group counseling along with accompanying techniques are studied in section 1; section 2 is a practicum in advanced group counseling and is subject to availability of suitable practicum placement. Section 2 may be repeated for credit. Section 1: Group Theories (2 credits) Section 2: Practicum (1 to 3 credits) Prerequisite: Counselor Education doctoral status, EDHS 7240 and 7290, or instructor permission.
Credits: 1 to 3
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EDHS 9220 - Advanced Individual Counseling Strategies and Practicum
A group seminar designed to enhance students’ individual intake, assessment, counseling and treatment planning skills. Subject to availability of suitable practicum placement. May be repeated for credit. Prerequisite: EDHS 7290 and instructor permission.
Credits: 1 to 3
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EDHS 9290 - Counselor Supervision Theories and Practicum
Study of counselor supervision combined with a required experience as a supervisor-trainee. Section 1: Counselor Supervision Theories: Different theoretical approaches to counselor supervision along with accompanying techniques and practical application. (3 credits) Section 2: Counselor Supervision Practicum: May be repeated for credit. (1-3 credits) Prerequisite: Counselor education doctoral student or instructor permission.
Credits: 1 to 3
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EDHS 9310 - Doctoral Seminar: Counselor Education
Specialized study of the profession’s present status, emphasizing research in the field and possible future directions. Prerequisite: advanced standing and instructor permission.
Credits: 3
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EDHS 9320 - Doctoral Seminar: Counselor Education
This course is designed for advanced graduate students admitted to the counselor education program, or, with instructor approval, another doctoral program in the Curry School of Education. The course pvodies an extensive study of contemporary issues and trends in student research. The purpose is to provide students with an opportunity to examine the state of research in counseling or in their field, and based on this, to identify the subject of and prepare for the start of their doctoral dissertation study by designing a study and preparing a proposal. Prerequisite: Counselor Education doctoral student or instructor permission.
Credits: 3
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EDHS 9390 - Counselor Education Doctoral Internship: Teaching
An individually supervised doctoral-level teaching internship for doctoral students in Counselor Education. Prerequisite: instructor permission; subject to availability of suitable internship placement.
Credits: 3 to 6
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EDHS 9490 - Pedagogy in Counselor Education
This course is designed to provide students with a foundation ofor their teaching internship in Counselor Education. This course includes both didactic and experiential components and focuses on the examination of theoretical orientation and practical skills necessary to function effectively as a Counselor Educator.
Credits: 3
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EDHS 9500 - Advanced Doctoral Seminar
Special topics and research analysis for doctoral students. Prerequisite: Instructor permission.
Credits: 1 to 6
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EDHS 9740 - Internship in College Teaching or Supervision
Opportunities for experienced doctoral students to teach courses or partial courses at the University, or to supervise student teachers under the guidance of a faculty member. Opportunities are arranged by the students with the assistance of the sponsoring faculty member.
Credits: 1 to 6
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EDHS 9750 - Seminar: Topics in Clinical Psychology
Doctoral seminar covering selected topics in personality theory and clinical psychology. May be repeated for credit.
Credits: 1 to 3
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EDHS 9760 - Seminar: Topical Issues in School Clinical Psychology
Deals with a variety of professional issues in school and child clinical psychology. Topics can be developed around the interests of prospective students. Must be prearranged. Course topics will be announced prior to registration and have included social and affective process in development and neuropsychology. May be repeated for credit. Prerequisite: Instructor permission.
Credits: 1 to 3
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EDHS 9761 - Child Therapy
This course is intended to provide knowledge of basic theory and research concerning child therapy. Students will become well versed in empirically based treatments for child and adolescent mental health. We will address the limitations of existing research on treatment efficacy and effectiveness. Students will become familiar with a range of therapeutic approaches, including play therapy and cognitive behavioral therapy.
Credits: 3
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EDHS 9762 - Social & Affective Processes in the Development of Children
Provides knowledge of basic theory & research concerning social & affective processes in the development of children, with particular attention to different risk conditions in infancy & childhood, their antecedents & sequelae. Primary focus is the understanding of the role of social contexts (culture, community) & parent-child and family relationships in development. Also examines ways that biological, social & psychological processes interact.
Credits: 3
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EDHS 9763 - Theories of Behavior and Cognition
The course considers prominent theories concerning human learning and cognition. Current research concerning cognitive and affective aspects of behavior will be examined in relation to basic theoretical models and, where appropriate, linkages to current practice will be made.
Credits: 3
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EDHS 9991 - Ed.D. Research
Students conduct systematic inquiry to address an important problem in education, through the application of discipline knowledge and research skills, with the goal of improving practice.
Credits: 1 to 12
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EDHS 9993 - Independent Study
Independent Study
Credits: 1 to 6
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EDHS 9995 - Independent Research
Independent Research
Credits: 1 to 12
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EDHS 9998 - Doctoral Research Apprenticeship
Designed to give doctoral students experience conducting research in professional settings appropriate to their disciplines. Prerequisite: Advisor permission required.
Credits: 1 to 12
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EDHS 9999 - Doctoral Dissertation
Continuous enrollment is required from the start of the dissertation through the proposal and final examination.
Credits: 1 to 12
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Education-Leadership, Foundations, and Policy |
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EDLF 5000 - Multicultural Education
Prepares students to deal with the increasingly multicultural educational milieu. Emphasizes the process of understanding one’s own bias and prejudices and how they effect the school and classroom learning environment. Included are readings, class discussions, field projects, journal writing, and other methods of directed self explorations.
Credits: 3
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EDLF 5001 - Multicultural Facilitation
The purpose of this class is to develop leadership skills in a multicultural context. Students will have the opportunity to lead small group discussions, make large group presentations, & are required to do 12 hrs. of community service. In addition to leadership skills the course will provide students with a theoretical & practical approach to dealing with diversity. Particular emphasis is placed on both personal responsibility & social justice
Credits: 1 to 6
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EDLF 5010 - Child Learning and Development
This course examines children’s learning and development in the elementary school grades. The course, designed for students who plan to become teachers, focuses on cognitive development (e.g., the role of the brain in learning, misconceptions, transfer) and social development (e.g., relationships, moral development). Three themes emerge: individual variability and diversity, development, and translation from research to practice.
Credits: 3
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EDLF 5011 - Adolescent Learning and Development
This course examines adolescent learning and development and is designed for students who plan to teach in secondary schools. Adolescent cognitive, physical, and social development is considered from a multi-level (e.g., school, family, community) perspective. In identifying links between these domains and learning, three themes emerge: individual variability and diversity, developmental trends, and translating educational research to practice.
Credits: 3
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EDLF 5270 - Adult Development and Aging
This course will focus on key issues in adult psychological and physical development. We will explore development from a biopsychosocial perspective, examining topics such as health, cognitive function, personality, interpersonal relationships, and work. This will be a theory-to-practice class, with an emphasis on current theories of optimal or successful aging. In particular, we will focus on how adults respond and adapt to changes in their health, their environment, and their sense of self. Contexts for development will include education, health care, the family, and the community, with attention to individual differences (gender, race, ethnicity).
Credits: 3
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EDLF 5310 - Data Management for Social Science Research
This course introduces strategies for effectively working with large-scale quantitative data for social science research. Topics covered include: data cleaning, recoding and checking; merging data from multiple sources; reshaping data; documenting processes; writing programs and macros to reduce errors; and presenting descriptive data through tables and graphs. Students will utilize Stata, a statistical software package.
Credits: 3
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EDLF 5420 - Athletics in the University
This course addresses the history, organization, finance, governance, leadership and symbolism of athletics as a key part of the political economy of the contemporary university. With student athletes as a primary unit of analysis we will review the history of intercollegiate athletic competition, the symbolic role of athletics in society and the future of athletics on post-secondary campuses.
Credits: 3
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EDLF 5425 - Governance of Collegiate Athletics
Examination of the governance structure of the National Collegiate Athletic Association (NCAA) and its conferences. Focus is on the historical evolution of NCAA governance; understand the legal, financial, educational, and diversity issues which underlie decisions in intercollegiate athletics. Students will examine compliance and enforcement issues in that stem from rules and regulations emanating outside of the college/university setting.
Credits: 3
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EDLF 5470 - Motivation in Achievement Contexts
This course will focus on key issues in motivation across multiple domains such as school, sport, and work. Theories and supporting research will be reviewed, and practical applications to real-world contexts stressed. Topics will include psychological needs, cognitions, emotions, and individual differences (e.g., age, race, gender), and how these issues impact theory development and the practical application of theoretical constructs.
Credits: 3
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EDLF 5490 - Interventions in Physical Activity
Students will learn psychological skills, methods, and self-regulatory strategies, and how helping professionals (e.g., coaches, therapists, teachers, fitness specialists) can use these skills and methods to positively affect physical activity participation, performance, motivation, and enjoyment. Theories, research, and application will be stressed, with attention to how individual differences (age, gender, race, ethnicity) impact performance.
Credits: 3
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EDLF 5500 - Selected Topics
Pilot courses to meet new program requirements and changing needs in the field. Used also to offer experimental courses, and courses under development, these courses are announced and offered on a semester-to-semester basis. May be graded or S/U, depending on the instructor, and may be repeated.
Credits: 3
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EDLF 5610 - Production of Instructional Materials
Provides teachers with the skills and competencies needed to design and produce appropriate instructional media. Key topics include media production planning; selecting appropriate media formats; illustrating concepts, processes, and techniques; lettering for captions and text; mounting and preserving materials; audio design; supporting print materials; and media format translation. Prerequisite: Instructor permission.
Credits: 3
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EDLF 5700 - Race, Ethnicity, and Diversity in Youth Development
This course is designed to examine race and ethnicity as social constructs and to explore how they matter in the lives of youth through a critical examination of youth development research, policy and practices. We will identify dominant group narratives and analyze how research and policy contribute to these narratives, and how individual, interpersonal, and structural factors mediate the associations between group membership and youth outcomes.
Credits: 3
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EDLF 5710 - Ethnography and Education
Seminar in the conceptual and methodological issues involved in the use of ethnographic methods in research in education. The course examines the roots of ethnographic inquiry in anthropology and considers notions of culture and cultural understanding and the politics/ethics of writing and representation in the education context.
Credits: 3
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EDLF 5711 - Globalization, Childhood, and Culture
Cultural contexts are powerful influences on child development and learning and have long been recognized as shaping the very notion of what a child is across time and place. This course considers contemporary sociological and anthropological efforts to rethink notions of child development, learning, parenting, risk, etc. to recognize both the impact of cultural differences and to recognize the cultural agency of children. Globalization has become a major influence on children and childhood as well and the course will also examine this phenomenon in the light of issues concerning culture and children’s welfare. The course is designed to stimulate students’ critical thinking about culture and its role in raising and educating children.
Credits: 3
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EDLF 5980 - Practicum
Practicum
Credits: 1 to 6
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EDLF 5985 - Internship
Internship
Credits: 1 to 6
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EDLF 5993 - Independent Study
Prerequisite: Instructor permission.
Credits: 1 to 6
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EDLF 6080 - Education Policy
An introductory course in which principles of assessing educational policies are applied to the evidence currently available across a range of policies. Areas of education policy may include early childhood education, charter schools, accountability, teacher recruitment, retention and assessment, and bridging from K-12 to high education. Discussions focus on linking policies to outcomes for students.
Credits: 3
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EDLF 6170 - Fall Symposium - Getting Started with Differentiation
This course is designed to help teachers and administrators develop a beginning understanding of principles and strategies for differentiating curricula and classrooms. Course participants will explore the components of effective differentiation to improve classroom practices and instruction.
Credits: 3
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EDLF 6180 - Best Practices Institute: Differentiated Instruction & Reading and Literacy
This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of reading, writing, and other literacy applications. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment within the literacy content areas.
Credits: 3
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EDLF 6181 - Best Practices Institute: Differentiated Instruction & Math, Science, Tech
This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of math, science, and technology. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment within the science, technology, engineering, and math (STEM) content areas.
Credits: 3
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EDLF 6182 - Best Practices Inst: Differentiated Instruction & Understanding by Design
This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of Understanding by Design. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment within the Understanding by Design framework.
Credits: 3
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EDLF 6183 - Best Practices Institute: Differentiated Instruction & Leadership
This course is designed to help teachers develop a more sophisticated understanding of principles and strategies relating to differentiated instruction, particularly in the context of leadership. Course participants will explore the interesection of best practices related to effective differentiation of curriculum, instruction, and assessment and the leadership structures necessary for effectively implementing those practices.
Credits: 3
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EDLF 6190 - Differentiation of Instruction: Exploratory
This course is designed to help teachers synthesize their understanding of principles and strategies for differentiating content, process, and products of mixed ability classrooms in order to address the varied readiness, interest, and learning profile needs of a variety of learners. Teachers will explore the intersection of effective instruction and differentiated instruction.
Credits: 3
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EDLF 6200 - Differentiation of Instruction: Continuing
This course is designed to help teachers synthesize their understanding of principles and strategies for differentiating content, process, and products of mixed ability classrooms in order to address the varied readiness, interest, and learning profile needs of a variety of learners. Teachers will explore the intersection of effective instruction and differentiated instruction.
Credits: 3
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EDLF 7050 - Institutional Frameworks of Education Policy
We all have those epiphanies when we look at the people making public policy and say, ‘Why don’t they do this?’ This course is about why that brilliant idea so often doesn’t get on the agenda, doesn’t get done, gets done but doesn’t work, or gets done but doesn’t work as intended. This course examines the institutional constraints and incentives that shape public policy, with particular attention to the forces that shape education policy.
Credits: 3
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EDLF 7060 - Theoretical Perspectives on Education Policy
This course will examine the underpinnings of educational policy from theoretical perspectives rooted in the social science disciplines in an intensive graduate-level seminar intended both for disciplinary students and for students pursuing specialized work in education. Our goal in the course is to examine, from a variety of normative and disciplinary perspectives, the core issues that underlie contemporary debates over public policy and especially those underlying debate over education policy.
Credits: 3
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EDLF 7080 - Education Policy: Professional Seminar
The purpose of this seminar is to assist students in developing to develop an understanding of policy and policy studies through common, shared readings of important texts, acquaintance with other important texts in policy studies and through individual student readings and reports. The goals of the seminar will be accomplished through participation in discussions with the professor, guest lecturers, and student guests and through the preparation of a Policy Brief.
Credits: 3
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EDLF 7085 - Equity & Access: A Policy Perspective
This class will examine actual and proposed public policy initiatives that are designed to move our educational system toward true equity and access for all children.
Credits: 3
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EDLF 7140 - Schools as Professional Learning Communities
Few would argue that the pace of change is accelerating in our schools with an emphasis on accountability and school improvement as realities that educators face on a daily basis. As school leaders struggle to re-invent their schools, it has become increasingly clear to many leading educational researchers that a powerful means of school renewal is through a culture and orientation towards professional learning. In this course, students investigate the construct of schools as high performing learning communities for both students and teachers. Prerequisites: Restricted to students who are admitted into a degree and/or endorsement program in Administration and Supervision, or permission of instructor.
Credits: 3
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EDLF 7150 - Educational Psychology
Overview of the contributions of psychology to the teaching-learning process. Topics include learning theory, individual differences, motivation, human development and personality, teaching methodology, and measurement and evaluation.
Credits: 3
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EDLF 7160 - Life Span Development
This course will focus on biological, psychological and social development from birth through older adulthood. Topics will be presented via discussion of underlying theory, research, and application, with attention to how gender, race, SES, and cohort impact development. Concepts of consistency and change will be stressed. Throughout, students will be encouraged to examine and even question their own beliefs about what it means to “grow up”.
Credits: 3
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EDLF 7170 - Concepts of Learning
In this course, prominent classical & contemporary theories of learning are introduced and evaluated. Special consideration is given to the influence of media on learning, individual differences among learners, and applications of learning theory to personal life experience. A variety of viewpoints will be surveyed, but emphasis will be placed on identifying the powerful coping mechanisms that contribute to successful adaptation throughout the life-span.
Credits: 3
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EDLF 7180 - Tests and Measurements
Proposed: This introductory course concentrates on the evaluation and interpretation of assessment tools. Topics include reliability and validity; social and ethical considerations of testing; summarizing and interpreting measurements; and the use of standardized tests, rating scales, and observational scales.
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Credits: 3
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EDLF 7190 - Classroom Assessment
Focuses on the development of skills in constructing, evaluating, and interpreting the results of teacher-made educational assessment. Includes the principles of constructing and evaluating paper-and-pencil tests (objective and essay), rating scales, observational scales, and other non-paper-and-pencil techniques.
Prerequisite: EDLF 7180 or the equivalent.
Credits: 1
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EDLF 7200 - Child Development
An introductory graduate course in which prominent theories of child and adolescent development are introduced, supporting research considered, and applications for teaching, counseling, and parenting explored. Major topics include: child development as a field of study, research strategies and ethics in the study of children, the human genome, biologically influenced development, constructing knowledge, cognitive development, socio-cultural influences, development of moral autonomy, and the life cycle.
Credits: 3
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EDLF 7210 - Adolescent Development
Intermediate-level course designed to explore classical and contemporary concepts of adolescence. Attention will be paid to all aspects of development physical, social, emotional, and cognitive. Emphasis will be placed on the interrelationships among these domains and the treatment of adolescent problems.
Credits: 3
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EDLF 7280 - Creativity and Problem Solving
Explores theories of creativity through study of creative people, the creative process, creative products, and creative “press” or those environmental conditions that support and facilitate creative production. Focuses on assessment of creativity, research related to creativity and its applications to education, environments conducive to the development of creativity, and heuristics designed to encourage creativity.
Credits: 3
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EDLF 7290 - Seminar in Educational Psychology
This course explores educational psychology as a profession and provides a forum for discussing current problems in the field of Educational psychology and the local program. This seminar is appropriate only for Educational Psychology majors in the Learning and Development specialty. Restricted to Master’s Degree Students
Credits: 1 to 3
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EDLF 7300 - Foundations of Educational Research
An orientation to designs and procedures utilized in educational research, emphasizing basic principles for conducting, interpreting, and criticizing published articles representative of educational problems and issues.
Credits: 3
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EDLF 7310 - Educational Statistics: Stat I
Analysis of descriptive to inferential techniques. Specific procedures include the logic of hypotheses testing, t tests, chi square, correlation, and simple linear regression. Emphasis is on the theoretical basis and applied usage of these procedures as a necessary foundation for more advanced study.
Credits: 3
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EDLF 7330 - Single-Subject Research
Detailed examination of the design and interpretation of single-subject research. Foci for the course include rationale for single-subject research; methods for planning, implementing, and evaluating studies; and issues in the use of these methods.
Credits: 3
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EDLF 7340 - Information Management
Analysis of the use of integrated software: word processing, spreadsheet, database management, graphics and telecommunications. Educational applications focus on program planning, monitoring student progress, fiscal analysis, budgeting, and inventory control. Emphasizes standard and customized reporting.
Credits: 3
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EDLF 7390 - Differentiating Instruction
Examines principles and practices necessary for addressing the learning needs of academically diverse student populations at all levels of schooling. Includes role of curriculum, on-going assessment, learning environment, and instructional strategies for addressing student readiness, interest, and learning profile.
Credits: 3
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EDLF 7401 - Seminar: Educational Studies
Topical seminar. Focus changes from offering to offering.
Credits: 3
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EDLF 7402 - Program Evaluation
An overview of current program evaluation approaches, this class is designed to provide an overview of the theories behind and approaches to evaluation as well as to begin to train students in evaluation design and methods. Theoretical, methodological, and empirical readings emphasize the terminology of educational evaluation and the variety of theoretical and design approaches to evaluation. Consideration is also given to the application of evaluation approaches and designs to non-educational settings.
Credits: 3
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EDLF 7403 - Survey Design & Instrument Construction
This course provides students with practical experience in survey research. Topics focus on survey design, administration, analysis, and reporting. Specific topics include item writing guidelines, cognitive interviews and pilot testing, survey implementation and planning, sampling methods, data analysis, and presentation of survey results. Particular attention is given to strategies for ensuring reliable survey responses and valid inferences.
Credits: 3
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EDLF 7404 - Qualitative Analysis
This class serves as an introduction to the central concepts of qualitative methods in research and evaluation. Primary emphasis is on the development of skills required to conduct qualitative research, with a focus on research design, specific methods of inquiry, and approaches to analysis. The philosophy and epistemology of qualitative approaches are also discussed. Empirical readings provide examples of qualitative research within education and related fields.
Credits: 3
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EDLF 7405 - Seminar in Program Evaluation
A topical seminar. Topics change from offering to offering.
Credits: 3
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EDLF 7500 - Special Topics
Pilot courses to meet new program requirements and changing needs in the field. Used also to offer experimental courses, and courses under development, these courses are announced and offered on a semester-to-semester basis.
Credits: 3
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EDLF 7601 - Social Foundations of Education
Introduction to the scope and nature of education in American society as reflected in the historical, sociological, and philosophical forces affecting the school and other social institutions. Primary emphasis is on contemporary educational problems.
Credits: 3
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EDLF 7602 - History of American Education
The development of education in the United States since colonial times, emphasizing the social-historical forces and ideological concepts that determined the direction and nature of education in the United States to the present.
Credits: 3
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EDLF 7603 - Philosophy of Education
Inquiry into the applicability to present problems of selected philosophical themes and approaches. Issues include conceptions of pupils, theories of learning and teaching, educational equity and justice, indoctrination, and the adequacy of educational research itself.
Credits: 3
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EDLF 7604 - Sociology of Education
Studies the sociological theory and research that applies to a systematic analysis of education as its functions in modern society. Selected social and educational problems are discussed to interpret the sociological nature of the educational process and the role of the school as a complex social organization. Research of educational outcomes and consequences is considered. The effects of school on social stratification are also considered.
Credits: 3
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EDLF 7605 - Anthropology of Education
Anthropology’s unique contribution to the study of human life centers around the concept of culture and the methodology of ethnography. In the course of the semester, we will examine the relationship between culture and education and the ways in which the study and understanding of education can be enhanced by attention to culture. Using cases drawn from studies of learning and schooling in cultures around the world as well as among minority cultures and societies in the United States , students will be challenged to begin to see education through cultural comparative frames of reference.
Credits: 3
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EDLF 7606 - Comparative Education
Both similarities and differences in educational practices, problems, and cultures abound in the world today. We will focus throughout the course on the sociocultural context of education, addressing values, ideology, practices and policies as they are found across a diverse selection of nations and societies. What can we learn from comparisons? What theories currently shape international educational developments? By gaining knowledge about how other countries approach key issues in education, it is hoped that students can broaden their understanding of their own educational practices, beliefs, and policies, and work toward more effective educational practice in an increasingly global educational arena.
Credits: 3
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EDLF 7607 - Asian Education
Explores the cultural, philosophical, social, and political foundations of education in China, Korea, and Japan, with particular emphasis on how contemporary development and issues in education change require close attention to sociocultural and international contexts.
Credits: 3 to 6
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EDLF 7608 - Aesthetics and Education
An interdisciplinary endeavor that considers aesthetics as more than a specialized philosophical study of fine arts, and education as wider than the school or college. Study includes historical and theoretical understandings, cultural and public dimensions of aesthetics and education, psychological considerations, and the discipline of various art forms.
Credits: 3
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EDLF 7609 - Futurism and Education
An interdisciplinary approach focusing on the theoretical contests of the future; the science and practice of futurism; the human condition; trends and projections of the future; ethical considerations; teaching strategies; and educational policy for the future.
Credits: 3
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EDLF 7614 - Islamic Education
Examines the history of Islamic education, the concepts & enduring values underlying it, the philosophies that marked its intellectual growth, the development of institutions & their socio-political context. Most important to the goals of the course is to trace continuity & change over time, with emphasis on modern issues related to religious & secular education, mass education as a national project, & its intersection with religious education.
Credits: 3
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EDLF 7615 - School, Society & Morality
This course examines the topics of character development, values education, more reasoning, ethics and the role of school in the formation of citizens for participation in a democratic society. Philosophical, religious, comparative, historical, sociological and other perspectives will be explored with respect to the attitudes toward and approaches to moral education.
Credits: 3
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EDLF 7618 - Education Choice: Independent Schools
This course will increase students’ understanding of the social foundations of nonpublic k-12 educaton in the U.S. Students will learn how to apply different educational theories to the private school setting & use qualitative research methods to investigate specific private school issues. This course is based upon a scaffolding of both knowledge & skills & is appropriate for students with no direct experience with the private education arena.
Credits: 3
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EDLF 7620 - Globalization in Education: Theory & Practice
This course examines developments reflecting critical influences and ideas shaping particular manifestations of globalization and their impacts on education in both industrialized and developing countries.
Credits: 3
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EDLF 7622 - Ethics, Protocols & Practices of International Research
This course examines the ethics and protocols of conducting international research, particularly in developing countries.
Credits: 3
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EDLF 7701 - Seminar: Social Foundations of Education
Seminar: Social Foundations of Education
Credits: 3
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