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Below please find a sample listing of our courses, which are subject to change.

Sociological and Historical Perspectives in International Education(3 credits)
Through sociological and historical analyses of education and schooling, students are challenged to compare and contrast educational systems across time and place, examine the role of schooling for political and social purposes, identify pertinent issues within the field, and investigate potential for learning outside of traditional classrooms. In exploring the field through multiple perspectives, students are ultimately positioned to question and analyze their own approaches towards the field.   

Education as a Global Phenomenon (3 credits)
Students examine the stakeholders (including the United Nations, World Bank, and Organization for Economic Cooperation and Development) that work to improve education on a global level – their goals, approaches in reaching them, and results. Students also examine the nature and purpose of international exams (including the Program for International Assessment and Trends in Mathematics and Science Study), as well as national results and their implications. Through this, students are positioned to analyze education on a global scale and as a global phenomenon.

Research Methods in Education (3 credits)
Students will learn various qualitative and quantitative research approaches, as well as establish the foundation to conduct research in educational settings. Students engage in the research process by writing literature reviews, formulating research questions and designs, as well as analyzing and reporting data.

Child & Adolescent Development: Cultural and Societal Expectations (3 credits)
Students will learn about cognitive, physical, social, and emotional development that humans experience from the prenatal period through adolescence. In studying developmental changes and the theories that attempt to explain them, a specific focus is drawn to commonalities that transcend cultures, as well as unique cultural and societal expectations towards development. By taking this course, students are prepared to implement developmentally appropriate practice within their professional settings, and critically analyze institutional expectations for students.

Special Education in the Global Context (3 credits)
Students will study the assumptions, strategies, and legislation governing special education across nations. They will analyze the ways societies determine which students need special education, the services they are granted, and the philosophies that influence practice. Students are positioned to evaluate services for those with special needs in their own contexts and across societies.

Intercultural Communication (3 credits)
Students develop a framework and effective practice of communicating across cultures. They will critically analyze cultural differences, including instances of both intercultural conflict and intercultural cooperation. Students will reflect upon the impact of their own culture in shaping lifestyle, attitudes, values and behaviors.

Educator’s Role in Social Justice (3 credits)
Students will learn about social justice issues that children face and recognize systems of oppression. Students will explore educator’s role in social justice by learning about various philosophies, including critical pedagogy. Through this course, students are prepared to implement reflective practice for social justice within their professional settings.