School of Teaching & Learning: Graduate Seminars
Summer C 2017
EDG 6931: Schooling and the Marginalization of Students
Dr. Vicki Vescio
Wednesdays periods 5-7
The course will use a blended model of mixing face-to-face meetings and online work. Using a framework that focuses broadly on social contexts, this doctoral seminar examines the marginalization of vulnerable student populations, which results in high dropout rates and frequent placement of students on the school-to-prison pipeline. In a democratic society, public schools are tasked with educating all students to their fullest capabilities and maximizing human potential. Those who are vulnerable suffer most when the social contexts of schools and classrooms, or the implementation of teaching practices, fail to validate them. Unsupportive practices at all levels of schooling perpetuate the opportunity, achievement, and discipline gaps between white students and students of color, as well as between middle class students and those living in poverty. To meet the needs of a diverse student population, educators require resources, knowledge, skills, passion, and supportive policy and institutional structures that combat the perpetual marginalization of specific groups of students. Building upon an examination of the connections between theory, practice, students, and policy this course will support the development of solutions to end marginalization and successfully engage all K-12 students.
Fall 2017
MAE 7899, “Teacher Learning and Development in STEM Education”
Dr. Aki Murata
Mondays, periods 3-5
In this course, we will explore how teaching, teacher learning, and teacher development are considered and studied in the field of STEM education. It is only in recent decades that we have come to consider teaching as more than merely delivering content knowledge to students. As our understanding of dynamics of different aspects of classroom practices increase, we have designed and provided learning contexts for teachers to develop accordingly, and studied effectiveness of such contexts. Through course readings, discussions, activities, and written assignments, we will question, explore, examine, and investigate the current understanding of the topic in educational research.
RED 7019: “Foundations of Literacy”
Dr. Zhihui Fang
Mondays, periods 6-8
This course is for graduate students who are interested in using evidence-based language and literacy practices to support learning and inquiry in academic subject areas. As the knowledge that students have to learn becomes more specialized and complex, the language that constructs such knowledge also becomes more technical, dense, and abstract, patterning in ways that enable content experts to engage in specialized social, semiotic, and cognitive practices. In order to effectively engage with the texts of disciplinary learning, students need to develop new reading and writing skills that are more embedded in each subject area, beyond those they have learned in the primary grades. This course illuminates some of the ways language and literacy are used in core academic disciplines (e.g., science, history, mathematics, engineering, literature) and offers strategies aligned with the Common Core State Standards for helping students comprehend, compose, and critique the richly complex texts of schooling.
EDG 6226, “Foundations of Research in Curriculum and Instruction”
Dr. Nancy Dana
Mondays, periods 9-11
The purpose of this course is to provide introductory experiences and orienting frameworks for new doctoral students in the School of Teaching and Learning, with a particular focus on what it means to be a scholar of curriculum and instruction and a researcher in this field.To accomplish this goal, the course is divided into five parts:(1) Getting Started in Graduate School,(2) Research in Curriculum and Instruction,(3) The Life of a Researcher,(4) The Work of a Researcher, and(5) Getting There: The Life and Work of a Graduate Student. Two overarching questions guide students through each of the five components of thecourse: (1)What does it mean to be a scholar in the field of curriculum and instruction?, and (2)What does it mean to be a graduate student in the School of Teaching and Learning at the University of Florida?The course will challenge students to deepen their understandings of doctoral studies in education, educational research, and frameworks for conceptualizing scholarship.
EDF 6544, “Philosophical Foundations of Education”
Dr. Sevan Terzian
Tuesdays, periods 9-11
This seminar explores enduring questions about education through the lens of philosophy. What constitutes knowledge? How do students learn? What is human nature? What methods should educators use to realize their goals? What is the purpose of education? We will learn about theories of knowledge, ethical issues in education, and the various meanings of “liberal education.” Students will read the works of classical and contemporary philosophers including Plato, John Locke, Jean-Jacques Rousseau, John Dewey and Martha Nussbaum among others. Our study of this philosophical literature can help us develop our own ideas about what education is and how it should evolve in the future.
EDG 7224,“Critical Pedagogy”
Dr. Elizabeth Bondy
Wednesdays, periods 5-7
Adults, older girls, shops, magazine, newspapers, window signs—all the world had agreed that a blue-eyed, pink-skinned doll was what every girl treasured. “Here,” they said, “this is beautiful, and if you are on this day ‘worthy’ you may have it.” Toni Morrison (from The Bluest Eye)
Who determines what and who is to be treasured or deemed worthy? What is the impact on those who are deemed worthy and those who are not? And, what is the school’s role in communicating these messages about who is good, bad, right, wrong, smart, not smart, normal and not normal? Critical pedagogy provides an ideological lens and practical tools for examining and revisioning school structures, processes, and practices that advantage some students and disadvantage others. The critical perspective is based on the assumption that educational equity is not a reality in U.S. schools. It is based on the commitment that all educators must work to realize the American dream of justice for all. Join us to develop your critical social justice perspective and practice.
EME 6609, “Instructional Design”
Dr. George Hack
Wednesdays, periods 10-E1
This course focuses on the application of instructional design principles to the development of instruction. Topics include contemporary issues and trends in instructional design, foundations in learning research, requirements for instruction, task and needs analysis, learning situations and instructional models, learner characteristics, hardware and software innovations, assessing instructional outcomes, and factors affecting utilization.
EDG 6017, “Writing for Academic Purposes”
Dr. Zhihui Fang
Thursdays, periods 6-8
This seminar is designed to enhance the capacity of advanced graduate students from all academic disciplines to write for academic purposes. It guides students through the entire process of academic writing, which includes understanding the task at hand, planning the work, conducting library research, reading to gather information, developing audience awareness, appropriating discursive resources, working with other people’s ideas and voices, and using feedback and editing to improve writing. The course focuses on exploring the ways in which language is used as a creative resource for presenting information, structuring text, embedding perspectives, developing argument, referencing sources, and addressing audience needs in academic writing. It combines focused discussion of key features of and issues in academic writing with practical applications through critical analysis of model essays as well as thoughtful critique of students’ own writing. The course also provides an insider’s perspective on writing for scholarly publications, including journal/publisher selection, manuscript review process, overcoming rejections, and other tips for getting published.
EDG 6931, “Seminar in Science Education”
Dr. Rose Pringle
Thursdays, periods 8-10
As a rapidly evolving and expanding field, science Education is an essential link between the range of discipline-specific sciences and the development of a scientifically literate population. In this Science Education seminar - EDG 6931, we examine trends and status of science education research, the impact on education, and the historical, philosophical, and methodological underpinnings of researchers in the discipline. As we become familiar with the current knowledge base in science education, we will engage in conversations with science education researchers toward developing an understanding of the process of “building” a research agenda.
EME 7938, “Seminar in Educational Media & Instructional Design”
Dr. Carole Beal
Thursdays, periods 10-E1
This course is the first of a two-part seminar series designed to support and engage doctoral students as they move toward completion of their doctoral program. The first part (i.e., Fall 2015) will focus on the skills involved in preparing an extensive independent literature evaluation, conceptualization of a research project with appropriate methodology, writing, and the process of giving, receiving and applying constructive criticism. The course will be most suitable for students who are at the stage of developing their dissertation proposal, although it would also be useful to others who are starting independent research projects. During the course students will:
- develop a broader perspective of learning and instruction, and their scholarly identity within the field;
- critically analyze their doctoral progress, career trajectory and employment prospects;
- develop the habits of mind necessary to be scholars who are in continual pursuit of new knowledge and ideas, who will continually disseminate new knowledge and ideas in written format and
- develop and refine the process of scholarly peer review, and the skills of engaged participation in the scholarly community.