Analyzes the use of diverse youth literature that fosters a sense of cultural identity and criticality to develop literacy. Includes readings from culturally diverse communities as well as specific cultural groups and identities. Focuses on reading from a critical perspective.

Examine field research in communities and schools with a special emphasis on the uses of language and literacy; course readings and assignments will help participants identify research questions in natural settings and acquire a range of methods to investigate them; various data collection techniques and approaches to analysis will be explored

This course focuses on the action research strategies used by educators to engage in systematic and intentional inquiry around critical issues and questions within their classroom and community contexts. Includes an action research project.

Educational researchers frequently use the constructs of discourse and identity to make sense of classroom contexts and student learning. Both constructs have been operationalized to various degrees and in a variety of ways. As a result, making sense of these constructs and their use in research requires familiarity with the variety of heritages and definitions already in use. This course will look across several different understandings of each construct in order to map out and compare the variety of uses and their implications.

This graduate course will explore theory and research related to multimodal literacies, with particular attention to multilingual learners and settings. Students will read seminal and current research that focuses on bi/multilingual youth's digital and multimodal meaning-making. We will examine the pedagogical implications for scaffolding youth's multimodal practices in online and face-to-face settings, as well as gain experience with innovative methods for capturing, analyzing, and representing rich digital multimedia data. This course offers hands-on experience with analyzing data and flexibility for pursuing specific research interests related to digital literacies.

Study of miscue analysis to explore the reading process, reading research, and readability, as well as to evaluate readers; applications to reading strategies and curriculum; focus on comprehension.

This course introduces the fundamental principles of Universal Design for Learning (UDL) by preparing students for further study in accessibility and inclusive design for virtual learning environments through the lens of the user experience (UX). Students will learn about the UDL framework of optimizing teaching and learning for all coupled with UX principles of making interactions usable, enjoyable, and accessible. Through UDL and UX, students will analyze how people learn in technology-enhanced environments, outline how the design of technology-enhanced systems support or undermine learning, and considers critical issues for instructors, designers, and learners in the digital age. Students will explore digital pedagogy through the role of the instructor, the designer, the learner and in the structure of a virtual learning environment. The effective practices to increase inclusion and avoid some of the common accessibility issues that can arise in virtual environments will be addressed. This course provides the opportunity to explore issues that are impacting 21st century education and pedagogy due to the disruptive force of technology. Students work on creative activities to represent key course ideas, as well as author a final Case Study paper documenting their field work experience.

In this course, learners will acquire skills in visual design, mathematical reasoning and computational thinking to gain an understanding of data literacy. Learners are introduced to theories of cognition and visual perception as they relate to data visualization. Together, the class will create data visualizations and engage in meaning making around representations of data to explore profiling, prediction, judgement, and decision making. Learners will explore the concepts of proprietary data versus open data resources, critically examining their uses to recognize the role data play in their lives and societal outcomes. Learning outcomes: - Demonstrate ability to use presentation software to produce a multi-modal communication that incorporates data in order to inform. (Final Part 1) - Demonstrate use of reasoning to draw conclusions. (Final Part 1, 2, 3) - Construct an alternative infographic given the same data set highlighting different interpretations. (Part 1, 2, 3) - Demonstrate critical thinking to critique how data are used to make and support arguments. (Part 2, 3)

A survey of theoretical frameworks in curriculum; the processes of content representation and enactment; planning evaluation, and change; analysis of curriculum policy.

Specific strategies, methodologies, assessment practices, and design approaches to teaching world language classes in diverse secondary classrooms are examined, discussed, and applied. Extends professional knowledge and develops skills and dispositions necessary to meet some of the national standards for teachers: - The Interstate Teacher Assessment and Support Consortium (InTASC Standards) - The International Society for Technology in Education Standards for Teachers (ISTE NETS-T Standards)