FND-Foundations   FND503 Historical and Philosophical Foundations of Early Childhood This course explores the rich historical and philosophical antecedents of programs for young children. Its scope extends from Plato to the present day with comparisons and contrasts made between earlier educators and leading theorists of the present era. Some cross-cultural comparisons are included. Early childhood educators are provided with the context for developing a coherent personal philosophy as the basis for ethical professional practice and decision making. (This course is also offered in the Early Childhood Leadership and Advocacy Program.) 3 semester hours.   FND504 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 educatorsÆ ideas and educational change. For all masterÆs degree students. 2 semester hours   FND505 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   FND506 Foundational Studies I: Schooling, Knowing, and Childhood This course is the first in a three part alternative core of courses that is offered in select cluster groups. This course, along with EPS508 and ESR509 must be taken in sequence and no substitution is allowed. In these courses students explore educational issues from historical, social, psychological, and philosophical perspectives through this integrated interdisciplinary forum. A problem-based inquiry approach enables students to link theory and practice at multiple levels, including that of the individual, the classroom, the school community, and the larger society. Students use the literature from educational psychology and educational foundations to actively examine educational issues and to critique their own assumptions about human learning and development and a proper educational experience. Through interpretive and empirical inquiry, students further expand their understanding of these issues as well as their understanding of educational research processes. In this first course, FND506, students develop a framework involving the macro processes of schooling, micro processes of individual human development, and educational research processes. Students lay the foundation for the development of their own personal educational philosophy and build a perspective for examining current issues in education. 2 semester hours   FND509 Educational Foundations Participants will examine their own educational beliefs, personal values, and instructional practices in light of historical/sociological issues, themes, and theoretical approaches to education. This course will emphasize that the structural basis of schooling and what gets taught in schools are deeply embedded in the social, cultural, and political context of a particular time. There will be an emphasis on teachers making connections between current and historical struggles in education in order to analyze alternatives to current practices. Through dialogue, readings, interviews, projects, websites, and activities, educators will explore issues of equity and social justice for all children. Prerequisite(s): Admission to the M.Ed. IDS Program, field-based model. 3 semester hours   FND510 Social Justice Perspectives on the History and Philosophy of American Education (for M.A.T. 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   FND511 Social and Cultural Politics of Education: Personal and Contextual Perspectives (for MEd. 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   FND591 Field Study/Educational Foundations 2 semester hours   FND594 Independent Study Students have the opportunity to pursue an area of interest under the guidance of a faculty member in Foundations and Research. 1-4 semester hours   | ACE | ACL | AHA | AHC | AHE | AHG | APL | CCD | CCL | CIC | CIG | CIH | CIL | CIN | CIS | CIT | CIW | CSI | DEE | ECE | EDL | ELE | EPD | EPS | ESL | ESR | FND | HSA | HSC | HSD | HSG | HSM | HSP | HSS | IDS | INT | LAA | LAE | LAH | LAM | LAN | LAP | LAS | LAT | LAU | MBA | MGT | MHA | MHE | MLE | RLD | RLL | RLR | RLW | SCE | SEC | SPE | TIE |