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

This course focuses on the integration of SJE as pedagogy and SJE as content to promote youth engagement and transformative education across learning environments. Its purpose is to help students develop a combination of historical, theoretical, conceptual, scientific, and pedagogical foundation for SJE in youth-based settings such as schools and community based organizations.

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.

This course identifies the issues in early childhood assessment and the types of norm-referenced, and criterion-referenced assessment, developmental scales, formal and informal observation techniques, and team process issues.

This course is designed for students to explore their interest in teaching Prek ? 12 mathematics and/or science. It introduces professional practices in math/science education broadly from local, national and international perspectives; identifies relevant issues facing prospective teachers; and introduces information about teacher preparation in STEM fields. Informal class format enables small group discussions, complemented by individualized learning that allows students to focus on selected topics and use technology to gain related knowledge.

This course introduces doctoral students to key historical and philosophical legacies and debates in American public education, with particular attention to those relevant to current issues in the fields of curriculum, instruction, and teacher education.

Essential skills for conducting educational research. Stating purposes and hypotheses, instrument development, research design, sampling, data analysis, interpreting results, and preparing research projects.

This seminar explores the increasingly global nature of higher education with a focus on contemporary trends, issues, and dynamics in higher education, and the policies that attempt to address them.

Since language is ambiguous by nature, in order to achieve understanding we jointly construct meaning with our conversational partners. Yet when we use different and unfamiliar cultural interpretative frameworks from each other, it may prove a challenge to create mutual understanding. How is culture constructed through face-to-face interactions? What consequences exist for those differing from dominant norms? What evidence is there that participants are constructing interpretations, at times at odds with each other?

Introduction to the sociohistorical, philosophical, and pedagogical foundations of cultural pluralism and multicultural education. Topics include experiences of racial minorities, white ethnic groups and women; intergroup relations in American society, sociocultural influences and biases in schools; and philosophies of cultural pluralism. (Gen Ed. U)