In a series of seven lectures, writers—creative nonfiction authors, playwrights, novelists, screenwriters, documentarians and short story writers—provide an overview of the practice of creating narratives from specific disciplinary perspectives. Editors, publishers, agents and producers reflect on the publication and production process. Speakers discuss researching, revising, publishing and producing texts and read from their work to provide examples. They also explore questions of style, voice and genre. S/U only. Only meets during the first half of the semester.

This course will focus on examining children’s social and moral development through the use of narrative methodology. We will examine how the uses of cultural tools such as narratives and social media allow us investigate how contexts, such as schools and youth organizations, influence children’s understanding of and response to (in)justice. In particular, we will focus on the role of teachers and peers as agents of socialization by examining children’s stories about their experiences in classrooms. Enrollment limit of 15.

This course combines perspectives on cognition and learning to examine the teaching-learning process in educational settings. In addition to cognitive factors, the course incorporates contextual factors, such as classroom structure, teacher belief systems, peer relationships and educational policy. Consideration of the teaching-learning process highlights subject matter instruction and assessment. Prerequisite: a genuine interest in better understanding teaching and learning. Priority given to majors, minors, first-year students and sophomores. Enrollment limited to 30.

The effects of deafness on the development of children and their families during the first five years of life. Topics such as auditory, cognitive, language, speech, social and emotional development in deaf infants and young children are discussed. Parent counseling issues such as emotional reactions to deafness, interpretation of test results and making educational choices are also presented.

Offered both semesters each year for students pursuing educator licensure at the elementary level. Offered spring semester 2018 for students pursuing educator licensure at the middle and secondary school levels.

Offered both semesters each year for students pursuing educator licensure at the elementary level. Offered spring semester 2018 for students pursuing educator licensure at the middle and secondary school levels.

Required of all candidates for the M.A., and the M.A.T. degrees.

Breakthroughs in science, technology and engineering are occurring at an astounding rate. This course focuses on providing you with the skills and knowledge needed to bring this excitement into the classroom. We explore theories on student learning and curriculum design, investigate teaching strategies through hands-on activities, and discuss current issues. Although the focus of the course is to prepare middle and secondary school teachers, other participants are welcome: the ideas we examine will help develop communication and learning skills that can prepare you for a variety of careers.

Examining subject matter from the standpoint of pedagogical content knowledge. The course includes methods of planning, teaching and assessment appropriate to the grade level and subject-matter area. Content frameworks and standards serve as the organizing themes for the course. Designed as a companion seminar for students doing a full-time practicum at the middle or high school level. Admission by permission of the department. Preregistration meeting scheduled in April.

Full-time practicum in middle and high schools. Open to seniors only and to those students who completed the prerequisite courses (238, 232, 342 and 347) . Admission by permission of the department. Preregistration meeting scheduled in April.