Course Number and Title Course Description

American Unversity - School of Education, Teaching, and Health
Diversity Curriculum Components and Experiences
Course Number and Title
Course Description
Schools and Society FA4
A multidimensional view of schools, teachers, and students. This social and intellectual foundation course
serves as a basis for studying contemporary education and the issues of racism, sexism, finance, governance,
innovations, and the social context of American education. The course includes lectures, discussion groups,
cooperative learning, Internet activities, and independent projects. Usually offered every term.
Introduction to Sign Language
An introduction to American Sign Language (ASL) with a particular focus on deaf culture, history, folklore,
anthropology, and sociology. Usually offered every fall.
Social Justice and Urban
This course provides an analysis of the nature and impact of race and class on social justice issues in urban
education. Emphasis is placed on how urban schools have served as vehicles of oppression and opportunity
for social groups in our society. Students also consider the political ideologies, theories, classroom properties
and structures within these spaces. The class uses a critical pedagogy framework to analytically interrogate
the relationship between education and social justice and to critically unpack the theories and practices
within urban education.
Education for International
Development FA3
The conserving role of education as a socializing agent and the liberating role of education as an engine of
change. Special attention is given to the multiple roles of education in social, economic, political, and human
development in the developing world. Usually offered every term.
Field Experience: Observation
and Analysis (1)
Observation and analysis of diverse school settings, examining philosophies, curriculum, and teacher and
administrator roles, using informal and formal means of data collection with particular emphasis on classroom
interactions. Usually offered every term.
Children's Literature: A Critical
Literacy Perspective
Critical exploration of picture books and adolescent literature with a focus on using children's literature to
explore issues of social justice and equity. Meets with EDU-619. Usually offered every term.
Psychology of Education
Surveys the research literature on learning theories and human development with an emphasis on the role of
educators. Includes focus on issues and theories related to multicultural education, special education,
evaluation, memory and cognition, and instructional design. Usually offered every term.
Service Learning in Teacher
Education (1)
May be repeated for credit. Students participate in school and community organizations and agencies.
Exploration of the principles of service learning and application of classroom theory in the community. Special
attention is paid to providing equitable learning environments. Students must complete a minimum of 40
hours in the community placement and attend three on-campus seminars. Usually offered every term. May
be taken pass/fail only.
Student Teaching Seminar in
Professional Practice (12)
Enrollment in this seminar is required in the semester students are completing their student teaching
requirement. The class meets weekly for students to discuss their teaching experiences and to assist them in
developing ideas and strategies to improve their classroom effectiveness. Preparation of a reflective case
study and completion of a professional portfolio and an on-line journal are required. Usually offered every
term. May be taken A-F only. Prerequisite: successful completion of relevant methods courses and practicum,
satisfactory academic and professional performance as defined by the Teacher Education Committee and
permission of the director of teacher education.
Methods of Managing Students
with Behavior Disorders
Psycho-educational methods of understanding and managing inappropriate classroom behavior. Techniques
such as groups, problem solving, role playing, and videotape analysis of behavior. Usually offered every fall
and summer.
Reading, Writing, and Literature
across the Curriculum
The focus of this course is on exploring and analyzing theories, models, and strategies for teaching reading,
writing, and literature across the curriculum and how to integrate these in the content areas. Also addresses
ways of supporting diverse learners throughout the course. Usually offered every spring.
Foundations of Education
Exploration of philosophical, sociological, and political foundations of American education and inquiry into
the role schools play in cultural production, maintenance, and transformation and what this means for diverse
learners of all ages. Includes an examination of law and policies that affect children and families. Usually
offered every term.
Foundations of Special Education
for Exceptional Children
This survey course examines students with diverse learning needs and effective programs designed to provide
equitable education for all students. Exceptionalities of students with regard to cognitive, behavioral, and
psychological/social differences are the focus of study. Usually offered every term.
Overview of All Exceptionalities:
The Arts in Special Education
This is an experiential course to expose students to a variety of exceptional conditions and to teach them
about the experiences of children and adults with exceptionalities. Students learn to program for success
through a panoply of art forms, by building on the abilities, strengths, and interests of students with
exceptionalities, systematically programming academic material into arts activities, and teaching
socialization and life skills. Usually offered every fall.
Gender and Cultural Diversity in
Combining both historical perspective and contemporary knowledge and skills, this course investigates the
impact of bias in school. From the earliest colonial schools to contemporary classrooms, bias, selectivity, and
access have been pervasive educational barriers. The course discusses both past issues and current
challenges, bridging disparate groups and interests, and searching for commonalities and differences among
racial, gender, class, ability, and ethnic concerns. Students undertake a social science investigation to add to
the understanding of educational equity. Usually offered every fall.
Comparative and International
Introduction to the historical context and underlying theories of comparative and international education. An
investigation and comparison of education systems and educative processes across societies and regions.
Emphasis is placed on how educational policy, practice, capacity, governance, and institution building, and
practice are shaped by the contexts in which they are embedded. Includes globalization, access, equity,
equality opportunity, and capacity building. Special emphasis is placed on education in low-income
countries. Current issues in the field are also examined. Usually offered every fall.
Methods of Psychoeducational
Assessment for Learning Disabilities
and Emotional Disturbance
Develops the special educator's knowledge of critical issues and concepts in the use of standardized tests in
psychoeducational assessment, theoretical and operational definitions of cognitive abilities and "intelligence"
familiarity with a variety of achievement tests, and introductory practice in test administration and
interpretation. Usually offered every fall. Prerequisite: EDU-645.
Theories & Methods in Diagnostic
and Prescriptive Math
Materials and methods for teaching mathematics to students with learning disabilities. Analysis of current
reform models in curriculum, assessment, and instruction, including techniques of error analysis and flexible
interviewing. Required tutorial experience. Usually offered every spring.
Research Seminar in Special
A case study approach using interdisciplinary research with focus on a specific child with learning disabilities.
Includes interviews with professionals working with the child, review of confidential files, and research from
contemporary journals on remediation suggestions summarized in a comprehensive report. Usually offered
every spring. Prerequisite: permission of instructor.
Effective Teaching for Diverse
Through action research, students explore ways of organizing and managing classrooms to support diverse
learners. Students engage in curriculum design and implementation across the curriculum, including
instructional planning and using portfolios. The role that families, the community, and other professionals can
play in assessment and curriculum planning are explored. Usually offered every fall.
Equity and Educational
An inquiry into the meaning of educational equity, emphasizing equality of conditions and of outcomes and
implications for education in different nations. Research perspectives on the relationships between social
inequalities and educational opportunity relative to socioeconomic status, gender, and ethnicity, and the
functions of schools as agents of cultural transmission. Usually offered every spring.
Education and Social Change
This course assesses the broad social functions of education and the ways in which education advances
social change as a transmitter of culture, agent for socialization and opportunity, and catalyst for individual
and societal well being. Although the course emphasizes education and social changes in the United States,
numerous comparisons are made to other societies and cultures. Usually offered every fall.
Human Growth and
Development across the Life
Exploration of human development and relations across the life span, with an emphasis on health and care
for children with diverse linguistic, cultural, and physical needs. Includes inquiry into social and cultural
learning processes from birth through age eight. Usually offered every spring.
Children's Literature: A Critical
Literacy Perspective
Critical exploration of picture books and adolescent literature with a focus on using children's literature to
explore issues of social justice and equity. Meets with EDU-419. Usually offered every term.
Theories of Educational
Psychology and Human
Surveys research literature in learning and human development with an emphasis on the role of educators as
decision makers and change agents who are knowledgeable about diversity and multiculturalism.
Emphasizes the role today's educators play on advancing knowledge about instructional technology, human
relations, time management, principles of growth and development, and the processes of memory and
cognition. Usually offered every term.
Language, Schooling, and NationBuilding
This course surveys comparative and international research on the links between language policies,
language-in-education planning, and nation-building. It considers how minority or marginalized languages as
well as language traditions assigned lesser prestige by national language policies influence school
performance and affect classroom practices. It also examines themes of social cohesion and identity in
multilingual societies. While emphasis is given to the study of low-income, or post-colonial, nations, the course
also examines high-income, immigrant-receiving nations.
Education and Public Policy
Examines the major public policy issues in American education: equity, excellence and efficiency. Emphasizes
theories and techniques of policy analysis, including implementation strategies, cost/benefit analysis, and
evaluation. This course considers competing definitions of and orientations toward education policy and of
specific stakeholder groups and historically tracing the development, implementation, and movement of
policy in formal and informal education settings. Particular attention is paid to policy implementation and
appropriation. Usually offered every spring.
Language Development and
How does one learn to use language to express thoughts and feelings? How does one teach a learningdisabled child to communicate effectively? This course discusses the developmental sequence of language
learning, the nature of language disorders, diagnostic assessment of language disorders, and remedial
techniques. Usually offered every spring.
Learning Disabilities I
This course examines neurological and developmental aspects of learning disabilities, and gives an overview
of the field. The class examines emotional and social implications of learning disabilities, and how current
brain research impacts teaching and counseling this population. Emphasis is on seeking the strengths,
fostering the different intelligences, and addressing the weaknesses of children and adults with learning
disabilities. Prerequisite: EDU-541 or EDU-545, or permission of instructor.
Learning Disabilities II
This course develops diagnostic capabilities in order to select and design materials and programs for children
and youth with learning disabilities. It introduces diverse methods of teaching and studies in depth the special
problems of adolescents and adults with learning disabilities. Postsecondary education, career awareness,
and career development approaches and programs are represented. Counseling techniques for parents
and mainstream teachers are also addressed. Prerequisite: EDU-645.
Global and Multicultural
This course deals with the role of American education in an interdependent world, examining both the
multicultural character of American classrooms and the international dimensions of the American school
curriculum. It explores such issues as ethnocentrism, empathy, and global awareness, including an analysis of
educational materials and methods useful in treating these issues. A special emphasis is placed on
developing skills for cross-cultural understanding and communication. Usually offered every spring.
Education and Development:
Sector Analysis
Examines education as a social institution that both reflects and influences social, economic, and political life
in nation states and globally. Emphasizes the role of education as an engine for change in the developing
world. This course analyzes and compares educational systems by examining issues of structure, governance,
access, equity, international efficiency, quality, and external efficiency. Usually offered every spring.
International Perspectives on
Bilingual Education Policy and
This course provides a survey of international bilingual educational policies and practices. It examines
bilingual education policies, models, and practices associated with successful and failed attempts at
developing bilingual learners. Special attention is paid to how international models of bilingual education can
inform U.S. policy and practice. Usually offered every spring and summer.
Social Context of Bilingual
Through this course student gain an understanding of how social factors and language policy influence the
educational success of bilingual learners, along with considering the role of multilingualism and linguistic
minorities in society. Students learn how schools can mitigate the impact of societal factors on the
educational success of bilingual learners. Usually offered every fall.
Analysis of Learning and Learners
This course examines the impact of direct individual and group support, instructional coaching, mentoring,
critical thinking, and specialized instructional intervention on the learning process. The course provides
teachers, instructional designers, curriculum specialists, administrators, and policy planners with theoretical
and practical guidance and support to improve classroom teaching and learning. Current practices of
teacher effectiveness are examined in the context of national standards for educational progress. Emphasis is
placed on the role of critical thinking and action research, ongoing professional development for educators,
and the application of research based on approaches to curriculum development and classroom instruction.
Note: must be taken as part of the last 6 credits in the program.
TESL-527 Cultural Issues in the
ESL/EFL Classroom
Coverage of the principles of intercultural communication and discourse-oriented models for analyzing crosscultural interactions. Within this framework, the course considers approaches to enhancing the cultural
dimension of ESL/EFL instruction with an emphasis on using and developing various types of cultural training
techniques. Usually offered every spring and summer.
TESL-528 Foundations of Bilingual
Language acquisition, use, and competency in a bilingual setting, and the general goal of bilingual
education. Usually offered every third semester.