This course is about cultural diversity in the University community and how we can better understand ourselves and others through an appreciation of college education as a cultural experience, with its own unique set of rules, biases, and expectations. The course is designed for first year students. (Gen.Ed. I, U)

This course will immerse upcoming educational leaders in the philosophy, principles and practical applications of learning theory, differentiated instruction, and performance assessment.

This course is designed to support graduate level students, who are preparing for the role of teacher at the elementary education level, in acquiring an understanding of principles and practices underlying the creation of an inclusive learning environment for all students in the regular classroom. Adaptations to the curriculum and in the delivery of instruction which will enable all children, regardless of their learning strengths and needs, to reach their potential and achieve the goals and objectives as outlined with the general education curriculum, will be presented and discussed.

Current theory and research on children's development of oral and written language and its implications for reading, writing and language instruction.

Students will be introduced to foundational philosophies and strategies for qualitative data analysis, coding their own data sets in weekly workshop and discussion settings. Strategies will be presented for setting up and organizing a database, coding and sorting data into categories, modifying and refining the scheme, aggregating data into larger themes or patterns, establishing audit trails, triangulating among data sources, participants and methodologies, and establishing trustworthiness of the data set.

Workshop addresses the dynamics of sexism on personal and institutional levels.

Research and overviews of initial and inservice education of novice and veteran teachers. Typical topics include induction programs, peer coaching, mentoring, programs for new teachers, programs for experienced teachers, and evaluation of pre- and inservice programs.

Course is designed to provide future administrators with the background and individual understanding necessary to address assessment appropriately in whatever context they find themselves.

The purpose of this course is to explore the many aspects of college access, college choice, and equity in the college transition process.

The practicum is designed to provide an opportunity for participants in the Social Justice Education Reflective Practitioner Development Program to reflect on their development and increase their levels of self-awareness as Social Justice educators.