Not available at this time.

This course is intentionally designed to prepare students to become active change agents as planners and facilitators of intergroup dialogues using a reflective practice training model.

This course focuses on student dialogue about issues of difference, identity and community to facilitate intergroup understanding. Students actively engage, read about, and examine social justice issues in small groups. Gen Ed (SB, U)

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 seminar is designed for incoming doctoral students in social justice education. It examines different epistemological orientations and inquiry methods used in conducting research by scholars in the field. The course explores the boundaries between theory, research, policy and practice in social justice education; examine personal, practical, epistemological and political dilemmas in producing scholarly work, and review and apply inquiry methods and tools that support critical, systematic scholarship and evidence based practices in social justice education.

Not available at this time.

Theories of social identity development in a family systems frame. Focus on skills and critical consciousness needed for multicultural counseling in schools, including analysis of ones's own ethnic and racial heritage.

The course provides an understanding of how higher education functions within the larger context of public policy; how political processes and systems influence higher education; and how higher education may influence political processes and systems through various means such as policy-oriented research, lobbying, or student and faculty activism.

Introduction to the assumptions, language, logic, and methods of qualitative inquiry in educational settings. Students are required to conduct a small-scale qualitative research project.

This course is intended for a small group of doctoral students who have course papers that they would like to develop into publishable manuscripts. A requirement for participation is that you have a paper reporting research that has already received substantive feedback from a faculty member. The class will provide support for further substantive development of your work; consideration of appropriate journals for submission and their requirements, expectations, and procedures; and revision of your paper for submission to an appropriate journal.