Foundations (FND) Courses

• FND 504 History and Philosophy of Education The course examines key turning points in United States educational history. It locates educational transformation within social, political, and economic developments, and emphasizes the complex relationship between leading educators’ ideas and educational change. For all master’s degree students. 2 semester hours

• FND 505 Contemporary Issues in Education This course introduces students to major debates about contemporary educational issues in the United States and explores the obstacles and challenges faced by educators. Students will critically examine the basic assumptions and social forces that influence the current educational policy making and reform efforts with an emphasis on their socio-cultural, economic, and political underpinnings. The course encourages ongoing reflective practice and dialogue concerning social justice issues and the role of education in a democracy. 2 semester hours

• FND 510 Social Justice Perspectives on the History and Philosophy of American Education, (for MAT students) This course critically examines the social, cultural, political, and economic forces, and the philosophies of education that have influenced policy, laws, school structure, and practices throughout the history of American education. Issues addressed include ability and disability, race, ethnicity, gender, and class. Students lay the foundation for the development of a personal philosophy of education and reflectively examine issues of education from legal and social justice perspectives.  This course includes a field project requiring at least 15 hours of work outside of class. 3 semester hours

• FND 511 Social and Cultural Politics of Education: Personal and Contextual Perspectives, (for M.Ed.. Students) In this course, students will examine current social, cultural, political, and economic factors that affect American education and schooling.  These factors will be examined in relation to students’ personal, professional and social identities, beliefs, and experiences.  The intent is for educators to understand the socio-political, historical, philosophical and cultural contexts of their practice and their abilities and responsibilities that help shape those contexts.  Students will engage in ongoing discussion of and reflection on the moral and ethical responsibilities of educators who also will construct and implement a plan of action that reflects a commitment to democratic schools and social justice. This course includes a field project requiring at least 15 hours of work outside of class. 3 semester hours