Examines the legal and political considerations that affect education in America. Emphasis will be placed on the practical applications of these legal and political considerations to the operation of schools.

Provides relevant clinical and laboratory experiences directly related to the several academic disciplines that constitute the social foundations of education. Must be taken with EDF 315. Requires a special fee.

Varies in content in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

This course introduces concepts in gender, international development and global education through an examination and critique gender issues in developing nations and international efforts to address these concerns from the 1970's to the present with particular emphasis on the context of women. Includes formal and nonformal education of women, cultural differences (reproduction, marriage, male/female hierarchies) affecting life opportunities, rural vs. urban issues, politics, social class influences, international movements, and organizations and efforts to empower girls and women to advance their lives within the context of gendered social roles. Analysis of issues through various lenses including the Gender Equality Continuum. Students will interact directly with individuals in the field via videoconferencing and other modes of electronic communication. Assessment will center on a guided project and experience specific to individual student interests.

A study of international development and education in global and gender contexts that includes an examination of policy, structure, sociological issues (gender, religion, social class), and formal, adult and nonformal education. Major agency providers in the field and employment opportunities in the public and private sectors will be reviewed. Students will interact with individuals in the field through videoconferencing, face-to-face dialogues and other electronic interactions. Assessment will center on a guided project and experience specific to individual student interests. This course helps prepare students for a summer study abroad service learning experience in a developing country.

Explores ones' understanding and acceptance of individuals perceived as culturally different in educational, work,, and social settings. Students collaborate with people of other cultures to negotiate and compromise across distances and cultures, create new ideas and products, reach common goals, exchange cultural ideas, and reflect on how cultural differences affect their thoughts and behaviors.

The content will focus on comparative and international gender and family issues regarding non-formal adult health education and services. The student will do readings in this content area and compare human rights related to gender and family roles, woman's health issues and family planning services across the nations, how these relate to life opportunities for women and men. Programs providing related services and education will be analyzed. Students will dialogue with individual working in the field to gain a deeper understanding of contemporary real-world endeavors. Assessment will center on a guided project and experience specific to individual student interests and includes a service learning component at a local agency or an agency serving a developing country.

An examination of gender and race, class, religion, language and ethnicity in formal and nonformal education in US and global contexts that develops cultural competencies and prepares students with an interest in international development/education careers. Students will interact directly with professionals in the field from various cultural backgrounds via videoconferencing and other modes of electronic communication. Assessment will center on weekly applications of course topics to real world situations and guided project or service learning specific to individual student interests.

An overview of education in its three aspects: formal, non-formal and informal. It will include the history, philosophy, sociology, policy and structure of the American education in comparison with other countries' systems. A regional approach will include northern Africa, the Indian Sub-continent, Asia, pacific Islands and Australia, Central America and the Caribbean, South America, Canada and Europe. Assessment will center on weekly applications of course topics to real world situations and a guided project or service learning experience specific to individual student interests.

A study of current problems and issues in non-formal, informal and all levels of formal education. Includes poverty, inequality and human rights and related structures, policies and programs. Includes poverty, inequality and human rights and related structures, policies and programs. Major issue areas include health, gender, rural development, agriculture, civil society, economics, sustainability, politics and reform. Content may vary according to currently important issues. Assessment will center on weekly applications of course topics to real world situations and a guided project or service learning experience specific to individual student interests.

Varies in content in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

Directed study. Prerequisite: Permission of Department. (No more than two directed studies can be counted toward the Bachelor's Degree and Class B Certificate.)

A presentation and investigation of basic concepts, issues, and principles of American education within a social scientific framework; particular emphasis is on multicultural concerns and strategies.

In a multicultural society, teachers must be able to work with students from a variety of backgrounds-some quite differently from the teachers' own. Four cultural factors are the focus of this course: social class, race, gender, and ethnicity. Teachers sensitive to these factors can prepare students to survive and function in the dominant culture without sacrificing pride in the students' own cultures.

Course may vary in content or may be supervised study in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

Students explore problems and issues of special interest or significance in educational foundations. Not more than three semester hours of any departmental 594 courses can be accepted toward a degree program.

Designed to give the student an historical perspective on important issues in American education. Among these issues are the influence of class, race, gender, ethnicity, and exceptionality on educational attainment; the control of public education; the debate over public schools versus private schools; the status and work of teachers; and the role of education in social change. The student will relate the past to the present in analyzing these issues.

This course offers advanced graduate students the opportunity to examine educational policy and policy-making from sociocultural, political, historical, philosophical, and comparative and international perspectives. After analyzing a common core of issues, students will investigate a topic of their choice using research skills from the educational foundations disciplines.

Comparative and International Education will examine different world cultures and nations and their educational systems. The course will explore the various outcomes of education (achievement, status, employment, living conditions) and will examine the world crisis in education. In all, a study of education from a world-wide perspective will help illuminate the educational purposes, programs, and achievements of schools in the United States.

Course may vary in content or may be supervised study in one disciplinary area of educational foundations (e.g., history of education or anthropology of education) or in an interdisciplinary area (e.g., multicultural education). May be repeated for credit when course content varies.

Exploration of problems and issues of special interest or significance for advanced students. No more than three semester hours of any departmental 694 courses can be accepted toward a degree.