Spring 2017   Fall 2016  

Spring 2017

EDUC 220-01

Educational Psychology

  • Days: TR
  • Meeting Time: 01:20 pm-02:50 pm
  • Room:
  • Instructor: Tina Kruse

Notes: *Cross-listed with PSYC 220-01; first day attendance required*

An introduction to theory and research in educational psychology. Topics include learning theory, learner characteristics, intelligence, creativity, motivation, measurement and evaluation, and models of teaching appropriate for diverse learners from early childhood through young adulthood. Students are required to complete observations in classroom settings. (4 credits)

EDUC 230-01

Community Youth Development in Multicultural America

  • Days: TR
  • Meeting Time: 09:40 am-11:10 am
  • Room:
  • Instructor: Tina Kruse

Notes: *First day attendance required*

Brofenbrenner's bioecological model of human development suggests the critical importance of social contexts besides the classroom in supporting the healthy development of children and youth from diverse social and economic backgrounds. This course examines the multiple systems affecting the developmental process through course readings, meetings, and assignments, grounded in a field placement of the student's choosing. Appropriate field placements will engage students in a variety of youth development capacities, including centers for research and program development, social service organizations, and agencies aimed at improving youth-oriented social policy. This course provides an opportunity to examine education more broadly defined, and to explore fields of youth development such as social work, counseling, athletics, youth leadership, and youth-centered research. 4 credits.

EDUC 260-01

Critical Issues in Urban Education

  • Days: MWF
  • Meeting Time: 10:50 am-11:50 am
  • Room:
  • Instructor: Brian Lozenski

Notes: *First day attendance required*

This course explores the peril and promise of urban public education in challenging times. Critical issues to be explored range from poverty and growing economic inequality, to challenges faced by recent immigrants and historically oppressed populations, to religious and political intolerance, to bullying and school violence, to school bureaucracy, administration and governance, to teacher unions and professional ethics, to urban education reform initiatives promoted by corporations, think tanks and foundations in contrast to those emerging in response to teacher/parent/student/community activism. (4 credits)

EDUC 294-01

Teaching Towards Freedom: The Black Intellectual Tradition in Education

  • Days: MWF
  • Meeting Time: 01:10 pm-02:10 pm
  • Room:
  • Instructor: Brian Lozenski

Notes: *First day attendance required*


EDUC 330-01

Philosophy of Education

  • Days: MWF
  • Meeting Time: 12:00 pm-01:00 pm
  • Room:
  • Instructor: Ruthanne Kurth-Schai

Notes: *First day attendance required*

What is the nature and purpose of education? In what ways should educational institutions support, challenge, or transform predominant social values? What is ethical educational policy and practice? Such questions are considered in light of a variety of philosophic perspectives. Students will define a personal philosophy of education and assess its implications for current educational theory and practice, in addition to their own educational development. (4 credits)

EDUC 390-01

Teaching and Learning in Urban Schools

  • Days: M
  • Meeting Time: 07:00 pm-10:00 pm
  • Room:
  • Instructor: Brian Lozenski

Notes: *Permission of the instructor required; first day attendance required*

This course builds on prior learning in Educational Studies to deepen understanding of both the challenge and potential of teaching in urban schools. Focal topics include exploration of "best practices" for teaching children and youth in poverty, special needs students, and English Language Learners, including the impact of cultural, economic, and family structures on their school experience. We will consider the evaluation, placement, appropriate accommodations, and methods of instruction and assessment for diverse urban students possessing a broad range of academic interests and aptitudes and varied forms of exceptionality. The course is grounded in a field experience (30 hour minimum) engaging students in learning from and contributing to a local urban classroom at the grade level/subject matter area of their choice. The course culminates in the design of a curricular unit that reflects instruction aimed at higher order cognition and holistic child development. Course reserved for Educational Studies majors (Teaching/Learning Emphasis). (4 credits)

EDUC 460-01

Education and Social Change

  • Days: MWF
  • Meeting Time: 09:40 am-10:40 am
  • Room:
  • Instructor: Ruthanne Kurth-Schai

Notes: *Permission of the instructor required; first day attendance required*

This course explores the question: How can we educate to promote change toward more just, compassionate, and sustainable approaches to living and learning in a rapidly changing and increasingly complex world? We will consider contemporary barriers to and opportunities for systemic, progressive education reform and civic renewal on local, national and international levels. We will then work both individually and collectively, on campus and in the community, to analyze specific social issues and reform strategies in addition to conceptualizing plans for principled social action. (4 Credits)

Fall 2016

EDUC 220-01

Educational Psychology

  • Days: TR
  • Meeting Time: 09:40 am-11:10 am
  • Room: NEILL 215
  • Instructor: Tina Kruse

Notes: *Cross-listed with PSYC 220-01; first day attendance required*

An introduction to theory and research in educational psychology. Topics include learning theory, learner characteristics, intelligence, creativity, motivation, measurement and evaluation, and models of teaching appropriate for diverse learners from early childhood through young adulthood. Students are required to complete observations in classroom settings. (4 credits)

EDUC 240-01

Race, Culture, and Ethnicity in Education

  • Days: TR
  • Meeting Time: 01:20 pm-02:50 pm
  • Room: ARTCOM 102
  • Instructor: Brian Lozenski

Notes: *Cross-listed with AMST 240-01; first day attendance required*

This survey course will explore history, policy, and pedagogy as they relate to race, ethnicity, and culture as education. K-12 public education will be the primary focus with topics including desegregation, standardized testing, multi-cultural and ethnocentric pedagogy, the teacher's role and experience, and significant historical events in education. The course will culminate by analyzing current trends and future expectations in education. (4 credits)

Cross-listed with American Studies 245.

EDUC 250-01

Building Trust: Education in Global Perspective

  • Days: MWF
  • Meeting Time: 12:00 pm-01:00 pm
  • Room: NEILL 113
  • Instructor: Sonia Mehta

Notes: *First day attendance required*

This course examines the role of Education as global phenomena. The course encompasses a comparative view of education around the world, as well as its role in International Development. We take it further, by analysis and critique, to understand education as a force for change in an inter-dependent, globalized world. Specifically, we will examine ways in which policies and practice either enhance or diminish efforts towards change that is inclusive, just, sustainable and effective in relieveing suffering, while expanding potential and capacity in those affected by social change. We take the position that, in order to be effective, building trust becomes a key to connectivity between people, groups, organizations and ideas where education, development and change are theorized and practiced. We will construct possible education frameworks around the idea of building trust, by analyzing socio-cultural issues of power, voice, silence, and discourse. Fall semester. (4 credits)

EDUC 275-01

Outdoor Environmental Education in Theory, Policy and Practice

  • Days: MWF
  • Meeting Time: 02:20 pm-03:20 pm
  • Room: ARTCOM 202
  • Instructor: Dosch, Kurth-Schai

Notes: *Cross-listed with ENVI 275-01; first day attendance required; ACTC students may register on the first day of class with the permission of the instructor*

This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world. Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum. We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities. Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools. The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner. Cross-listed with Environmental Studies 275. (4 credits).

EDUC 275-L1

Outdoor Environmental Education in Theory, Policy and Practice

  • Days: R
  • Meeting Time: 01:20 pm-04:30 pm
  • Room: OLRI 370
  • Instructor: Dosch, Kurth-Schai

Notes: *Cross-listed with ENVI 275-L1; first day attendance required;ACTC students may register on the first day of class with the permission of the instructor*

This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world. Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum. We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities. Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools. The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner. Cross-listed with Environmental Studies 275. (4 credits).

EDUC 294-02

Cramming for the Exam:Chinese Education in Literature and History

  • Days: M
  • Meeting Time: 07:00 pm-10:00 pm
  • Room: NEILL 217
  • Instructor: Rivi Handler-Spitz

Notes: *First day attendance required; cross-listed with ASIA 294-01 and CHIN 294-01* On tests, Chinese students consistently outperform Americans. This fact has been attributed to Chinese cultural emphasis on education and respect for teachers. But where do these values come from? What constituted an elite education in premodern China? Who had access to it, and what political goals did it serve? This course traces the historical development of the civil service examination system, the benchmark of social and political success in imperial China. We will study the Confucian classics and commentaries, which formed the backbone of the curriculum. Other topics include frustrated scholars’ fictional accounts of the unfairness of the exam system, Europeans’ praise of it as a model for the equitable recruitment of civil servants, and women’s strategies for circumventing a system that explicitly excluded them.

EDUC 380-01

Research Methods for Educ/Adv

  • Days: TR
  • Meeting Time: 09:40 am-11:10 am
  • Room: ARTCOM 202
  • Instructor: Brian Lozenski

Notes: *First day attendance required*

This course provides opportunities for students to engage with research methods that promote inclusive, egalitarian, exploratory social inquiry aimed at enriching the quality of learning and life in schools and civic spaces. Pedagogical in addition to formal research applications are addressed, as are implications for development and change on personal to organizational to societal levels. Ethical dimensions of engaging children and youth, in schools and community settings, as research participants and as researchers, are also carefully considered. (4 credits)

EDUC 460-01

Education and Social Change

  • Days: MWF
  • Meeting Time: 09:40 am-10:40 am
  • Room: OLRI 205
  • Instructor: Ruthanne Kurth-Schai

Notes: *Permission of the instructor required; first day attendance required*

This course explores the question: How can we educate to promote change toward more just, compassionate, and sustainable approaches to living and learning in a rapidly changing and increasingly complex world? We will consider contemporary barriers to and opportunities for systemic, progressive education reform and civic renewal on local, national and international levels. We will then work both individually and collectively, on campus and in the community, to analyze specific social issues and reform strategies in addition to conceptualizing plans for principled social action. (4 Credits)