Embracing Diversity in Classroom Communities
This course will ask you to engage in the ongoing process of investigating how your circumstances, experiences, ways of being, and ways of knowing resemble and differ from those of others, particularly your future colleagues and students. Moreover, it will ask you to critically examine how those similarities and differences relate to issues of racial, economic and social power, privilege, and marginalization. It will ask you to contextualize this knowledge within an understanding of the racialized, historical, cultural, and social contexts of schooling, in order to gain a deeper awareness of what it will mean for you to teach in today’s schools.
- What knowledge of self, schooling, and society is necessary to create equitable learning opportunities for all students?
- How can this knowledge influence your growth, pedagogy, and practice?
Historical and Philosophical Perspectives of Education
Many people have opinions on what schools should be doing and what it means to be educated. Far fewer have had the opportunity to reflect on why we school and what a meaningful educational experience should look like. We are in the fortunate position of being able to participate in just this kind of reflection and to actively engage with questions such as the following:
- What does it mean to be educated?
- What should be taught, and how should it be taught?
- How should education be provided in society?
- What has education been in the past?
- What is education today?
- What should education be in the future?
- What is your philosophy and what is its foundation?
Seminar in Teaching and Supervision
- Develop Research-Based Pedagogies of Teacher Education
Novice teacher educators (TEs) will be introduced to and be versed in foundational pedagogies of teacher education found in the literature. Novice TEs will develop and refine their understanding of the pedagogies by applying their knowledge to their particular TE context.
- Respond to Problems of Practice
Just as TEs must support PSTs as they begin to enact their pedagogy, TEs likely need support as they enact their TE pedagogy. This course aims to respond to the particular needs of novice TEs by providing a space to address problems of practice collectively. Whenever possible, the members of this seminar will collectively seek expertise from both the literature and expertise among the faculty at UMD.
- Engage in Cycles of Reflection
TEs will develop their ability to self-reflect and apply feedback to improve their practice as TEs.
This course seeks to enhance students’ knowledge about urban schools by providing them with an overview of urban education, as a field of inquiry. To that end, it explores:
- the social and economic contexts of urban schools
- the social, economic, and personal circumstances low-income students of color, particularly those living in urban students
- issues pertaining to teaching, learning, and administration in urban schools
- the challenges of urban school reform.
The course seeks to provide students with an overview of the larger broader issues that impact the development and maintenance of urban schools in the United States. More specifically, the course will introduce students to a variety of lenses through which to examine: the nature of urban schools and their relationships to historical, social, economic, and political contexts as well the perspectives of the people who teach and learn in urban schools. To that end, the course seeks to equip students with the ability to understand and to apply a variety of perspectives to contemporary issues facing urban schools.
Summer Transitional Program College Study Skills
The purpose of this course is to assist you in becoming a more effective student and in successfully mastering the content of Introduction to Criminal Justice. In this course, you will:
- Complete a self-assessment which will determine which study habits you already have, which ones you want to change, and which ones you want to add
- Be introduced to effective study skills strategies that you can apply to other courses
- Work with your lecturer/tutor to develop your own set of skills for learning that you can draw on throughout your college career
Reading Pedagogy in Prek-6
This course includes a study of theory, research, and related instructional strategies and curriculum materials applicable to the teaching of reading. Topics will include research-based approaches to reading instruction incorporating principles for effective teaching; essential skills which include phonological system, syntactical system, and pragmatic system. The knowledge base will be enhanced through modeling and a limited field experience.