Two semesters required. Readings and assignments help students develop a framework and knowledge base for making informed decisions about educational policy and practice. An examination of schools and teaching as forces for constructive social change, investigating how educators can create learning experiences in schools, classrooms, youth programs, and communities that will contribute to the school success of all youth and the development of a more equitable and just society. The course reflects in its process many of the topics studied. Students participate in the design of the syllabus and engage in project-centered learning, including a combination of individual and group work.
Students also do weekly volunteer projects and class discussion.
Specialized inquiries in sociology of education, philosophy of education, or history of education. The student is expected to prepare a log of activities, complete an agreed-upon list of readings, and produce a reflective diary linking educational theory to practice, and a final evaluative report or project based on the experience. All guidelines established for internships by the Academic Policies Committee must be followed.