2024-2025 Course List

This course focuses on ethnic/cross-cultural field development, professional ethics/values, skills comportment and practice, including such guidelines as preparations for resumes and curriculum vitaes, research proposals, formal (oral) presentation, grant proposals, thesis plans, articles and books.

The purpose of this seminar is to examine the origins, manifestations, and consequences of oppression on the life experiences of people at the individual, institutional and sociocultural levels in contemporary society.

This course examines the writings of various authors to gain a theoretical perspective of such issues as racism, sexism and oppression, and how these authors have formulated a plan for change in the U.S. and in the world.

This examines the relevant issues surrounding environmental justice, with a particular emphasis on political ecology, resource colonialism, environmental racism, applied ethnic studies, and local environmental movements and minority advocacy and focuses on professional application and advocacy through practice.

Scholars preparing for and/or working in the helping professions or related careers will address the issues and experiences of culturally different persons. Special attention will be given to preparation for effective cross-cultural interactions.

This course is designed for those students or professionals who prepare for and/or work in the diverse organizations/institutions, corporations, communities in and outside America. Theories, techniques and skills for cross-cultural training/consultation and diversity management are covered.

Specialized independent study and research.

Graduate scholars will address the meaning and significance of US race and ethnicity within global perspectives. Special attention will be given to the writings of scholars of color.

Supervised experience to which the theories and methodologies of ethnic studies can be applied. Opportunities may be on-campus and/or off-campus, including work in other countries.

Concluding research project. May largely use secondary sources. (F,S)

Concluding research project. Requires toward original research. (F,S)

This course introduces foundations of experiential education through direct experience with various applications connected through reflection and group processing. Course topics include, but are not limited to, project-based learning, service learning, adventure education, ethics in leadership, and wilderness experience.Fall, Spring

Goal Areas:

GE-11

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An independent project-based course intended to immerse beginning graduate students into a 45-hour direct experience upon which they will complete a project and reflect on their own personal growth and learning.

An independent project-based course whereby the student will design and/or facilitate an extensive learning experience for others. Designing and facilitating combined should total 45 hours.

A field experience that will further the learning of the student in Experiential Education. This course can be repeated in the degree plan of study.

A field experience which typically entails working with a specific person or organization. This course can be repeated in the degree plan of study.

This course examines the writings of historical and current thinkers who have made contributions to the field of experiential education. The philosophical underpinnings of Plato and Dewey, as well as more current experiential education literature will be discussed and examined.

This course provides both graduate students and faculty the opportunity to work together with a specific theme that is timely and relevant for the field.

This 3-credit course offers an introduction to research methods as well as tools for becoming a critical consumer of the body of research that exists in experiential education. Class members will conduct secondary research that can be used toward the completion of a Capstone Project. The course design will offer a combination of readings, individualized secondary research, presentations, and interactive learning exercises.

This course engages learners in critical examination of definitional and controversial issues in experiential education and utilizes a variety of large and small group discussion, readings, and interactive exercises to investigate these issues. Class members will research and present their positions through group and individual forums.

Students will examine the writings of individuals who have made contributions to experiential learning and educational reform. Current national education reform initiatives will provide examples of how K-12 education and higher education have reformed teaching methods and educational practices. Learners will apply information to develop programs or curricula useful to their specific disciplines and interests.

Students will acquire a solid foundation of teaching methods in experiential learning. Learners will discuss and practice implementation of various teaching approaches that promote experiential learning including active learning, project based learning, service learning, place based education, and problem based learning. Learners will design curriculum that promotes hands-on learning and develop performance based assessment tools. Learners will collaboratively develop lessons that utilize experiential learning, and create assessment tools to align with lessons. This course meets program needs and introduction of assessment tools that align with experiential learning.