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.

Introductory vocabulary and definitions, descriptions of the dynamics of oppression at the individual, institutional, and cultural levels. Focus on developing personal awareness of social group memberships in relationship to two specific forms of oppression. Introduction to selected literature on two specific forms of oppression.

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.

The purpose of this course is to support participants in exploring a sociocultural perspective of literacy development and in conducting a case study of a second language writer.

Women now comprise a majority of all American undergraduate students, but only a minority of senior professors, senior administrators, or presidents. This course is an introduction to the issues affecting women in the academy as students, educators, leaders, and scholars.

Principles, methods and materials for teaching reading and writing to adolescents. For students preparing to teach in middle and high schools.

This is the first of a two semester course required of all entering students in the doctoral program in higher education. It provides an overview of higher education in America and investigates the ways higher education is constructed, defined, managed, studied, and thought about.

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.

Introduction to multicultural education including historical and cultural dimensions of racial and cultural minorities, biases in schooling, philosophies of cultural pluralism, and implementation strategies.

Analysis of major issues central to understanding of the possibilities and problems of leadership in higher education.