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Education-Curriculum, Instruction, & Special Ed |
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EDIS 3882 - Promoting College Readiness (Practicum)
Field-based experience tutoring adolescent students enrolled in AVID (Advancement Via Individual Determination) programs in local schools. To participate in this field experience, in addition to the class meeting time, students will need to plan to allow for an additional 2-3 hour block of time between 9am-3pm on Tues, Wed, or Thurs to fulfill practicum requirement.
Credits: 1
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EDIS 3887 - Field Experience: Special Education
Field-based practice experiences tutoring children. This course meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 3888 - Field Experience: Early Childhood
Field-based practice experiences tutoring children. This course meets the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 3985 - Internship
Students apply academic experiences in professional and/or research settings; reflect and critically and constructively analyze experiences from multiple perspectives; and view the work as connecting course content authentic contexts. Students work as professionals with site supervisors and instructors to complete related assignments and relevant background research on the professional and academic resources available.
Credits: 1.00 to 6.00
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EDIS 4012 - Advanced Mindfulness in Health and Human Development
Students will continue to develop and refine their personal mindfulness practice, build upon their understanding of applications of mindfulness for cultivating their well-being and resilience, and for helping others. They will learn the pedagogy and teaching methods associated with mindfulness-based interventions that have been scientifically proven to promote physical and mental health and build skill in teaching and leading such practices.
Credits: 3
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EDIS 4040 - Introduction to Psychoeducational Assessment
This course prepares individuals to administer, score, and interpret standard instruments; to use information procedures in the administration of assessments; and to interpret the combined results of psychological, sociological, medical, and educational assessments. Implications for use for assessment data will be discussed.
Credits: 3
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EDIS 4100 - Characteristics of Individuals with Emotional & Behavioral Disabilities
This course explores the meaning and concepts associated with the field of emotional and behavioral disabilities, including the psychological and behavioral characteristics of individuals with emotional and behavioral disabilities. Topics include specific causes, assessment, and treatment of emotional and behavioral disabilities. Educational, psychological, historical, and medical implications are addressed.
Credits: 1
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EDIS 4110 - Characteristics of Individuals with Learning Disabilities
This course explores the meaning and concepts associated with the field of learning disabilities, including the psychological and behavioral characteristics of individuals with learning disabilities. Topics include specific causes, assessment, and treatment of learning disabilities and related disabilities. Educational, psychological, historical, and medical implications are addressed.
Credits: 1
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EDIS 4120 - Characteristics of Individuals with Intellectual Disabilities
This course explores the meaning and concepts associated with the field of learning disabilities, including the psychological and behavioral characteristics of individuals with learning disabilities. Topics include specific causes, assessment, and treatment of learning disabilities and related disabilities. Educational, psychological, historical, and medical implications are addressed.
Credits: 1
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EDIS 4210 - Introduction to Language Acquisition & Development
This survey course provides an overview of the language acquisition and development process from both current and historical perspectives. Factoring influencing language acquisition and development will be explored.
Credits: 3
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EDIS 4340 - Early Language Development Theory, Science, and Practice
This course examines language as a complex and dynamic system for the purposes of thought and communication, with a focus on development occurring between birth and age eight. This course also examines how practitioners may guide and shape this pivotal developmental process, using theory and science to inform educational and clinical practices for measuring and fostering early childhood language development in positive ways.
Credits: 3
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EDIS 4350 - Interaction with Intention: Working with Young Children
Fostering children’s development requires consistent, high-quality interactions, but the process of becoming effective requires ongoing assessment of one’s own beliefs, emotions and practice. Students will work in local early childhood settings and examine their own and their peers practice to better understand their interactions and how they can more intentionally support children’s learning and development. Prerequisite: At least one course in child development is recommended.
Credits: 3
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EDIS 4425 - Teaching Writing K-5
This course examines various components of establishing the Writer’s Workshop in the classroom (Mini-Lessons, Conferring, Writing, Author’s Chair, and Reflection). Students will learn how teachers and their students maneuver throughout the workshop approach to broaden knowledge about writing processes and become better writers.
Credits: 1
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EDIS 4720 - Word Study for the Classroom
This course will present the stages of literacy development in terms of spelling, reading and writing. Participants will learn how to assess students spelling development, determine groups for instruction, and to design instruction for each spelling stage. The focus of this course will be implementing a developmental spelling curriculum in the classroom.
Credits: 3
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EDIS 4878 - Field Experience: English as a Second Language
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia.
Prerequisite: Admission to Teacher Education Program
Credits: 1
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EDIS 4881 - Field Experience: Elementary
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4882 - Field Experience: English Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4883 - Field Experience: Foreign Language Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4884 - Field Experience:Mathematics Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4885 - Field Experience: Science Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4886 - Field Experience:Social Studies Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4887 - Field Experience: Special Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4888 - Field Experience: Early Childhood Special Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4889 - Field Experience: Health & Physical Education
Extensive experience in observing classrooms and in practice teaching using various instructional strategies. Classroom placements are aligned with specific program/endorsement areas and meet the guidelines for the approved licensure program in the Commonwealth of Virginia. Prerequisite: Admission to Teacher Education Program.
Credits: 1
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EDIS 4993 - Independent Study
Independent study.
Credits: 1.00 to 6.00
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EDIS 4995 - Directed Research
Directed Research under supervision of faculty member.
Credits: 1.00 to 6.00
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Education-Human Services |
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EDHS 1120 - So You Want to Change the World: Foundations of Community Engagement
How can we be part of creating a more just world? In this course, we’ll aim to answer that question for ourselves by examining practices of youth and community engagement through a critical and discerning lens. We’ll reflect on our own practice engaging with youth and their communities, examine our roles in those relationships and interactions, explore the complexities and importance of culture, and consider our own cultural influences.
Credits: 3
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EDHS 2230 - Drug Awareness
This class is a comprehensive course highlighting issues related to drug use across the spectrum including the latest thinking on prevention and awareness, motivation for drug use, intervention, rehabilitation, and recovery. This course will provide key information regarding specific types of drugs and factors affecting their interactions with the human body.
Credits: 3
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EDHS 2240 - Substance Abuse
Examines substance abuse and use in contemporary society. Treats topics from a multi-disciplinary perspective and includes biological, pharmacologic, cultural, social, psychological, political, economic, and legal aspects of substance abuse. Analyzes patterns of addiction, intervention, and rehabilitation with respect to alcoholism and other drugs. Examines assessments of costs, options, and alternatives to addiction, along with educational efforts toward prevention. Class discussions are an integral part of this course. Taught at the graduate level as EDHS 5240.
Credits: 3
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EDHS 2250 - Stress and Anxiety Management
This course presents the major models of stress, examines psycho-social, intrapsychic, and environmental causes of stress and provides an overview of stress’s physiological and psychological impact. Building upon researched-based practice, students will experience and explore cognitive, behavioral, and physiological techniques and strategies so as to manage life’s stressors more effectively.
Credits: 3
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EDHS 2260 - Keeping Children Safe: What Citizens Should Know and Communities Can Do
Applying knowledge about the nature, causes, and correlates of child abuse and neglect, the course builds on experience in implementing Strong Communities for Children to engage entire communities in prevention of child maltreatment and promotion of family well-being. Many class sessions feature discussions with international, national, and grassroots leaders about participation of diverse community sectors in child protection and family support.
Credits: 3
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EDHS 2450 - Introduction to Communication Disorders
A survey course of human communication, communication disorders, and the clinical professionals who improve the lives of people presenting with a communication disorder (including career opportunities, worksites, responsibilities, and compensation). Lectures contrast scientific understandings with society’s perceptions of disordered communication through portrayals in popular culture media.
Credits: 3
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EDHS 2840 - Intro to Youth and Social Innovation
What do we need to know in order to design effective youth programming and policies that promote the positive development of youth? This course focuses on how theories of development and theories of change inform social innovations that enhance youth thriving, what strategies promote creative problem-solving and innovative solutions for youth programming, and how current social innovations in youth programming address youth challenges.
Credits: 3
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EDHS 2860 - Fundamentals of Child Protection in Emergencies
This course will provide students with a core knowledge base of the organizations, principles and practices that working together are the foundation and informs the practice of Child Protection in Emergencies (CPIE). This course is designed to familiarize students with the principles and normative frameworks of humanitarian responses that shape the CPiE Sector.
Credits: 3
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EDHS 2889 - Fostering Leadership in Teenage Boys
This course is designed to teach students to maximize effective mentoring, foster critical thinking, & understand the relationship of theories of masculine identity to the development of middle school age boys. Leadership, respect, authenticity, strength, social systems & their behavioral manifestations will be explored while class members work in a mentoring role with Middle School boys or in another mentoring relationship.
Credits: 3
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EDHS 2890 - Personal Development
This course is designed for first-year students to assist them in identifying, clarifying, developing and critiquing personal needs and values. Emphasis will be placed on ramifications of personal values, especially in the areas of interpersonal relationships, academics, diversity, goal setting, lifestyle choices, career planning, healthy behaviors, responsibility and commitment in the areas of personal actions, community service and leadership.
Credits: 2
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EDHS 2891 - Issues Facing Adolescent Girls
This course provides an opportunity for students to develop their leadership skills through involvement in academic service learning. Students will explore the psychological, social, and cultural issues affecting adolescent girls and apply this understanding through service with the Young Women Leaders Program (YWLP), a mentoring program that pairs middle school girls with college women for a year. Offered on the Undergraduate and Graduate levels. Graduate level requires additional readings and assignments.
Credits: 4
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EDHS 2892 - Issues Facing Adolescent Girls II
A continuation of EDHS 2891 Issues Facing Adolescent Girls I, this one-credit academic, service-learning class focuses on developing leadership skills through the Young Women Leaders Program (YWLP). Students attend a weekly one-hour class and two-hour mentoring group, and spend four hours a month one-on-one with their mentee. For those not able to mentor, they can meet the class requirements by being involved in the YWLP research team. Prerequisites: EDHS 2891 Issues Facing Adolescent Girls I.
Credits: 1
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EDHS 2895 - Minding the Mind: Engaging Youth in Learning
Learning is how we create knowledge of our world. This course overviews prominent theories of learning and affords the opportunity to deepen this knowledge through tutoring youth in school. The course covers methods of analyzing learning tasks, understanding the role of memory in learning, cultural and individual variations among learners, and principles for reinforcing and engaging learners. Class content mirrorsactivities with tutees.
Credits: 3
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EDHS 2900 - Practice in Community and Youth Engagement
This one-hour class is designed to monitor and provide support and supervision for students who work with youth in the community as part of their academic program.
Credits: 1
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EDHS 2950 - Advocating for Youth: Making Your Ideas Matter
How can you communicate your knowledge and your ideas for youth advocacy with impact? In this course, you’ll focus on the power of quality writing and explore other ways to share ideas. The aim of this course is to strengthen the link between your passion and advocacy through effective communication and the written word.
Credits: 3
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EDHS 3002 - Anatomy & Physiology Lab II
This course is designed to provide hands-on laboratory experience in anatomy and physiology. The course meets once per week for a guided laboratory experience using models, computer programs or other anatomic specimens. Specific emphasis is placed on the study of cells, tissues, organs and multiple systems of the human body.
Credits: 1
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EDHS 3055 - Development and Prevention of Youth Violence
This course examines social and psychological factors contributing to the development of violent behavior in youth, accompanied by an analysis of current prevention approaches. Each topic will include a case study followed by relevant social science research. Students will participate in simulated legislative hearings where they will present oral and written position statements on policy issues such as bullying. media violence, and gun control.
Credits: 3
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EDHS 3060 - Building Resilience in Youth, Families, and Communities
This course presents theories, models and techniques related to enhancing resiliency among marginalized children, adolescents and their families across multiple settings (i.e., home, school, and community). Specifically, it will focus on identifying, understanding, and utilizing protective factors and processes that help vulnerable youth, families, and communities become stronger, more competent, and better functioning in adverse situations.
Credits: 3
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EDHS 3070 - Introduction to Design & Thinking
This course introduces the creative methods and strategies of Designers utilized on real-world issues, in the exciting environment of the School of Architecture. Learned skills include empathy, designing and making process, critical thinking, resilience, stakeholder/project management, and visual communication techniques. The course culminates in a demonstration showcase with opportunities for professional feedback.
Credits: 3
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EDHS 3080 - Design Innovations for Informal Learning
This course will leverage design thinking, design pedagogy, and arts-based instruction to develop innovative, project-based programming for a range of informal learning environments (cultural institutions, historic sites, cultural landmarks, etc.). Such project-based models of informal education require collaborations between designers, educators, and programmers in order to engage youth in active and participatory learning.
Credits: 3
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EDHS 3100 - Media Socialization, Racial Stereotypes and Black Adolescent Identity
This course will introduce students to developmental differences in media engagement for younger children, older children and adolescents. Students will learn about media socialization, black racial stereotypes in the media, racial identity, racial socialization and how these variables may influence the identity processes of black adolescents.
Credits: 3
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EDHS 3110 - Understanding Autism
This course will provide a broad overview of autism, from historical perspectives to current scientific evidence. Challenges, strengths, and experiences will be examined from within a developmental framework and across developmental domains. Evidence-based approaches to assessment and intervention will be emphasized. The perspectives and lived experiences of individuals with autism and their families will be integrated throughout the course.
Credits: 3
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EDHS 3120 - Abnormal Psychology
This course provides a broad overview of developmental psychopathology (abnormal psychology) - initially focusing on understanding basic concepts, historical context, developmental influences, theoretical perspectives, research methodology, and issues related to classification and assessment - followed by comprehensive information concerning major disorders (e.g., ADHD, major depression, anxiety, ASD, schizophrenia).
Credits: 3
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EDHS 3200 - Introduction to Counseling Student Athletes
What does it mean to be a student athlete? What roles can race, gender, and class play in the student athlete experience? This course is for any undergraduate student interested in analyzing the complexities of the lived experiences of elite student athletes through a counseling lens.
Credits: 3
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EDHS 3220 - International Communication Disorders Research
This study abroad program allows students to (1) engage in the development of research projects that are related to the speech pathology and audiology major, (2) understand universalities and differences as they apply to speech and language, (3) study cultural and linguistic differences in research (e.g., topics chosen by researchers), educational, and therapeutic practices, and (4) develop skills in international networking.
Credits: 6
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EDHS 3240 - Peer Health Education
Academic content and training on various health topics for college students. Prerequisite: Instructor permission.
Credits: 3
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EDHS 3250 - Professional Development and Team Dynamics
Interpersonal skills and relationships are more important than ever to employers. This course is designed for undergraduates who are preparing to enter the workforce to learn more about working in a team environment. We will focus on interpersonal and intrapersonal awareness, and application of course concepts including human development, psychology, and diversity through a team service learning project.
Credits: 3
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EDHS 3440 - Teaching Games, Rhythms and Dance
Participation in, and understanding of, performance and teaching techniques for elementary games, rhythms, outdoor education, games, tumbling, cooperative activities, and dance. The main focus of this course is on pedagogical issues.
Credits: 2
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EDHS 3500 - Special Topics In Human Services
Topical offerings in the subject of human services.
Credits: 1.00 to 6.00
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EDHS 3850 - Introduction to Counseling
What is counseling? How do counselors work with clients whose values differ from their own? What are some evidence-based practices used in various settings? How might race, gender, and class influence the counseling relationship? The answers to these and many other questions will be explored through small and large group discussions, conversations with community stakeholders, role-plays, and individual and team research.
Credits: 3
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EDHS 3891 - Fostering Leadership in Girls and Women
The aim of this course is to help YWLP Facilitators acquire the skills and knowledge required for successful facilitation as well as to provide lots of support. Given the diverse members of each group, the mentoring group curriculum, and other factors that affect the group, how can YWLP be the most rewarding experience possible for each group member? How can students grow as facilitators and leaders through their experience as YWLP Facilitators?
Prerequisite: EDHS 2891 and EDHS 2892
Credits: 3
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EDHS 3895 - Peer Counseling Theory and Skills
This course explores the evolution of counseling theories of helping and considers how these theories can be used to better understand how and when one chooses to use peer helping interventions within a college setting. It is designed for all students interested in a career in helping, with emphasis on those who want to impact the student experience.
Credits: 3
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EDHS 3985 - Internship
Students apply academic experiences in professional and/or research settings; reflect and critically and constructively analyze experiences from multiple perspectives; and view the work as connecting course content authentic contexts. Students work as professionals with site supervisors and instructors to complete related assignments and relevant background research on the professional and academic resources available.
Credits: 1.00 to 6.00
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EDHS 4010 - Instructional & Assistive Technology Applications for Special Populations
This course addresses the use and application of instructional and assistive technologies to promote client communication, learning, skill acquisition, and independence. Coursework includes an overview of the assistive technology assessment and delivery process, and options for alternative presentation within the therapeutic intervention plan or school curriculum.
Credits: 3
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EDHS 4020 - Clinical Phonetics
Studies the structure and function of speech sound production. Teaches the basic skills of phonetic transcription for assessment and intervention purposes using the International Phonetic Alphabet (IPA). Provides students with fundamental knowledge to support their future studies of reading, speech and hearing science, communication disorders, and speech-language pathology.
Credits: 3
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EDHS 4030 - Speech and Hearing Science
The course examines principal concepts and procedures for the study of physiologic, perceptual and acoustic aspects of voice, speech and hearing. The course leads the student into the fascinating world of new applications in daily life, in business, and especially in education and clinical work.
Credits: 3
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EDHS 4040 - Anatomy & Physiology of Speech & Hearing Mechanisms
This course examines the anatomical and physiological features of hearing, speech perception, language comprehension, speech production, language production, voice production, and swallowing.
Credits: 3
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EDHS 4050 - Introduction to Audiology
Introduction to the profession of audiology. Examine common pathologies of the auditory system, the impact of hearing loss, conventional procedures used to assess hearing, and interpretation of audiological test findings.
Credits: 3
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EDHS 4150 - Introduction to Aural (Re)Habilitation
The (re)habilitation of individuals with hearing loss is a complex process that must identify and address the unique needs of each person and their family. This course provides a foundation of the management for those born with hearing loss (habilitation) or those who have lost their hearing over time (rehabilitation). We will introduce the many approaches to the aural (re) habilitation process that can be adapted for these individual needs.
Credits: 3
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EDHS 4300 - Psycholinguistics & Communication
This course focuses on the psychological processes that underlie the acquisition and the use of language. There is an emphasis on the interaction between linguistic skills and other cognitive skills. Topics include learnability, microgenesis of speech, bilingualism and variation, and a psycholinguistic approach to breakdowns (i.e., language pathology).
Credits: 3
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EDHS 4810 - Personal Adjustment and the Science of Happiness
What does it mean to be normal, well-adjusted or happy? Examine the common conception of how people adjust to life. What are appropriate ways of being, and what behaviors are abnormal or deviant? Learn factors that influence psychological adjustment in normal human development and the relationship between adjustment and personal happiness. Includes study, self-examination, mindfulness, personal projects and the science of creating happiness.
Credits: 3
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EDHS 4993 - Independent Study
Independent Study
Credits: 1.00 to 6.00
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EDHS 4995 - Directed Research
Prerequisite: Instructor permission.
Credits: 1.00 to 6.00
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Education-Leadership, Foundations, and Policy |
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EDLF 1010 - Dialogs on Diversity (LINC)
The first-year initiative Learning and Interacting in our Community (LINC) is designed to provide students with an opportunity to begin development of the skills needed to live and learn in a diverse community. Such learning depends on individual, personal reflection, and yet it cannot be accomplished alone. Through intense and extended interaction with each student in the class, students work to develop a better understanding of him or herself and a commitment to making the world a better place for all. Topics to be examined include race, gender, sexual oriention, class and religion particularly as they relate to pop culture, the media and the University community.
Credits: 3
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EDLF 1020 - LINC Facilitators
This course consists of students who have taken EDLF 1010 and wish to continue their study of multiculturalism and diversity. The course delves deeper into theoretical studies of systemic oppression in addition to training students to become facilitators of discussions around these issues. As facilitators, students take on a leadership role in awareness exercises in EDLF 1010, read and comment on students’ weekly reflections and papers, and facilitate small group discussions.
Credits: 6
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EDLF 1200 - Examining the Effectiveness of Social Innovation
Educational and social innovations such as Head Start, Teach for America, and Promise Neighborhoods aim to dramatically improve outcomes for children by altering the status quo. This course explores innovations intended to improve outcomes for children and youth and how we can determine whether innovations actually ‘work’? What is meant by ‘works’ and what are the outcomes by which we judge whether an innovation works?
Credits: 3
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EDLF 2050 - What the Innovators Do: Strategies to Transform the Lives of Youth
Inequalities persist at every level of education. Throughout this course we will study innovations designed to address these disparities. We will investigate the process by innovations are designed and will critically assess the efficacy of a wide range of innovations. The course will feature numerous guest speakers involved in innovation design and implementation, including leaders in the private, educational, and government sectors.
Credits: 3
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EDLF 2080 - Fundamentals of Health and Social Sciences Statistics
This introductory statistics course covers descriptive and inferential statistics for application in the health and social sciences. It provides a systematic development of the concepts, principles, and tools of statistics with an emphasis on representation, analysis, and drawing conclusions from authentic data grounded in the health and social sciences.
Credits: 3
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EDLF 3000 - Research Design for Social Innovation with Youth
What are the makings of good research in youth development? How do our methods help us more clearly measure what matters in settings for youth? This course will provide an introduction to applied social-science research methods and design. Students will engage a hands-on semester research project while learning the foundations of ethics, method, and design for research in the field of youth development.
Credits: 3
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EDLF 3050 - Introduction to Social Entrepreneurship
Social entrepreneurship is an approach to creating system-level change through the application of entrepreneurial thinking to social ventures, non-profit organizations, government institutions, and NGOs to create economic, environmental, and social value for multiple stakeholders. In this course you will be introduced to a range of entrepreneurial approaches aimed at solving social problems from the non-profit to the for-profit.
Credits: 3
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EDLF 3150 - Introduction to Child Growth and Development
This survey course introduces several prominent theories of child development and explores the related empirical research. Emphasis is placed on applying developmental principles to parenting and professional practice. Major topics include: the historical basis of child study, the life cycle, maturational milestones, diversity in development, cognitive, emotional, moral development, and biological foundations.
Credits: 3
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EDLF 3160 - Introduction to Educational Psychology
Most college students have spent 16,000+ hours in educational settings. That’s a lot of time devoted to learning new information. This course addresses questions such as: Why does learning take so long? What really happens inside the brain? What keeps people motivated to learn? Are some environments better than others for learning? What societal conditions impact learning? Are people similar or different in the way they learn?
Credits: 3
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EDLF 3170 - Introduction to Adolescence
Psychological and social development during adolescence are affected by multiple factors, such as biological, social and cultural changes, and larger macrosystem influences. We will examine how these influences shape development generally during the 2nd and 3rd decades of life. We will explore questions of identity, relationships, health and culture by considering key questions that adolescents explore such as “Who am I,” and “Where am I going?”
Credits: 3
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EDLF 3180 - Lifespan Development
In this course, we will explore the journey we all share, asking “How do individuals grow and change throughout life?” We will take a topical approach, with particular focus on biological, psychological, and social development from birth through older adulthood. We will seek to understand our own developmental processes, as well as the role of race, class, gender and culture on others,’ and question our beliefs about what it means to “grow up.”
Credits: 3
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EDLF 3220 - What is Education For?
What is the purpose of your education? Why have you devoted so much of your life to it? This class explores opposing ideas about the aims of education. Should schooling prioritize skill-building, creativity, or reflection? Does education only reproduce social norms, or does it have the power to change society? We examine such questions in regard to our own education, philosophical texts, and efforts to promote schooling worldwide.
Credits: 3
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EDLF 3240 - Education in Multicultural Societies
How have global and local forces shaped notions of multiculturalism in different societies around the world? How have these notions led to different ideas about pluralism in relation to educational practices? We explore these questions by focusing on education in the U.S., China, India, South Africa, Brazil, and more. This course is interdisciplinary. Students with interests in education and multiculturalism from all fields of study are welcome.
Credits: 3
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EDLF 3250 - Intro to Citizenship & Activism: Critical Exam of Jefferson’s University
This course examines ideas about citizenship, engagement, student activism, and social justice within the context of the University. It will examine, through lecture, discussion, readings, and an applied action research project, the various definitions of political engagement, activism, and social change as they are relate to current issues at the University.
Credits: 3
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EDLF 3333 - Lessons from a Toy Store: Behavioral Economics and Education
Policy makers have made substantial investments over the past several decades to improve educational outcomes for economically-disadvantaged students, yet disparities remain. The purpose of this class is to 1) apply insights from behavioral economics to diagnose why education policies do not always achieve their desired goals, and 2) identify strategies for improving students’ educational outcomes
Credits: 3
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EDLF 3420 - 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 3440 - Psychology of Sport and Physical Activity
This course will focus on the social and psychological factors related to participation in sport and physical activity over the life span. Personal factors that influence sport & exercise behavior (e.g., personality, self-perceptions, age, gender, race), situational factors (e.g., observational learning, motivational climate, socioeconomic level), and psychological methods for enhancing sport and exercise behavior will be reviewed.
Credits: 3
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EDLF 3460 - Race and Identity in Youth Development
This course is designed to examine how race/ethnicity, diversity, & identity matter in the lives of youth with a focus on educational settings. We will use theory and research to question stereotypes about youth achievement and will explore how individual, interpersonal, and structural factors help to explain associations between group membership & educational outcomes. Students should have previously taken an intro level social science course.
Credits: 3
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EDLF 3470 - Hip-Hop History and Global Movements
Examines the history of hip-hop as an educational and social movement in the United States and around the globe. Explores hip-hop as a form of global literacy that transcends race, gender, culture, and ethnicity. Includes lectures, group discussions, poetry readings, emcee and spoken word sessions, and critical reviews of hip-hop music.
Credits: 3
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EDLF 3500 - Special Topics in Educ Leadership
Topical offerings in educational leadership.
Credits: 1.00 to 6.00
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EDLF 3610 - Immigrant Youth and Families
Questions of immigration have been at the fore of the national political conversation in the United States over the last decade. This course provides a developmental perspective on immigrant youth and families, with particular attention to educational contexts from early childhood through early adulthood.
Credits: 3
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EDLF 3985 - Internship
Students apply academic experiences in professional and/or research settings; reflect and critically and constructively analyze experiences from multiple perspectives; and view the work as connecting course content authentic contexts. Students work as professionals with site supervisors and instructors to complete related assignments and relevant background research on the professional and academic resources available.
Credits: 1.00 to 6.00
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EDLF 4000 - Dream it, Design it, Do it: Youth and Social Innovation Capstone
With a team, you will design and implement an innovation to address a community issue facing youth. You will become an expert in the issue, and develop the skills needed to 1) assess a social issue, 2) evaluate and integrate multiple perspectives on social issues, 3) collaborate with a diverse team of stakeholders to design and implement an innovation to address a social issue, and 4) assess and revise an innovation to improve its effectiveness.
Prerequisite: YSI major
Credits: 3
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EDLF 4020 - Helping Skills for Health Professionals
This course will focus on key interpersonal and psychological knowledge, skills and applications to guide successful practice with clients in health-related contexts. Effective communication and cultural competence serve as foundational skills, and strategies (motivational interviewing, managing stress, goal setting) will be reviewed and practiced. Topics will align with American College of Sports Medicine and other similar certifications.
Credits: 3
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EDLF 4080 - U.S. Education Policy
Education policy has taken center stage in a variety of national, state and local debates such as teacher evaluation, universal pre-K, school accountability, and charter schools. These are issues around which there is often contentious debate, much of which is polarized and simplistic. This class will explore a few current education policy debates through the lenses of conceptual models and empirical evidence.
Credits: 3
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EDLF 4605 - Anthropology of Education
This course 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 4606 - Comparative Education
We will focus on the sociocultural context of education, addressing values, iedology, practices & policies as they are found across a diverse selection of nations & societies. What can we learn from comparisons? What theories currently shape international educational developments? With knowledge of how other countries approach educational issues, it is hoped that students can broaden their understanding of their own educational practices.
Credits: 3
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EDLF 4610 - Civil Rights Movement and Education
This course is a “bottom-up” history of education seminar on African Americans’ struggle for equal education during the civil rights movement. As “bottom up” history, the course explores and seeks out overlooked and untold stories of youth and teacher activism. The course will include learning how to do oral history and engagement with the local community.
Credits: 3
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EDLF 4620 - International Human Rights Activism and Education
How do educators and activists spread messages about human rights? What might make them more likely to succeed? What are the ethical and political implications of using education as a tool for moral persuasion? Students will engage with these questions, as well as engage critically with debates over whether the human rights system offers an appropriate way to achieve justice in diverse contexts.
Credits: 3
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EDLF 4890 - Workshop in Instructional Technology
Topical workshops designed for K-12 teachers to gain experience in instructional technology applications for use in classrooms and schools.
Credits: 1 to 4
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EDLF 4993 - Independent Study
Independent Study
Credits: 1.00 to 6.00
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