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Courses & Electives

Fall 2017 Course Schedule

UED 70001--Core Colloquium I, T 630 -830 P, 1 credit, Garcia [36315] Rm. 3209, only open to UED students

U ED 70400-–Pedagogy and the Urban Classroom, W 415 – 615p, 3 credits, Caraballo [36316] Rm. 3209, only open to UED students

U ED 70600—Intro. To Research Methods, T 415- 615p, 3 credits, Picciano  [36317] Rm. 7314, only open to UED students

U ED 75100—Qualitative Methods, W 415 – 615p, 3 credits, Luttrell [36318] Rm. 3307, only open to UED students

U ED 75100—Participatory Action Research in the Borderlands: Research and Pedagogy for the Americas, T 415 – 615p, 3 credits, Garcia [36319] Rm. 4422
This seminar explores how to extend understandings about the US Latino community and their experiences in two ways –– 1) reading and discussing work that is grounded in Latin American/Latin@ cosmologies, philosophies and worldviews; 2) conducting Participatory Action Research with the Latino community. The goal of the seminar is to co-construct alternative knowledge about the US Latino community and educate for community empowerment. To do so, the seminar works to develop a creative praxis that would allow imagining alternative realities to the present.                   
UED 72200— Using Multilogical Frameworks in Research on Emotions, R 415- 615p, 3 Credits, Alexakos [36320] Rm. 5212
Through a bricolage of multiple conceptual frameworks (neuroscience, sociology, psychology, etc.)  and knowledge systems (Western and Eastern), this course will explore theories on emotions and doing research on emotions in teaching and learning. Topics will include both Western and Eastern understandings of emotions, emotional styles, laughter, radical listening, cogenerative dialogue, coteaching and the physiological expression of emotions. These will be investigated with a focus on identity, gender, sexuality, class, and race. In addition to providing a theoretical synthesis for such research and using examples from practice, we will develop designs and strategies that could be used to research emotions and emotional climate such as the creation of heuristics.  Discussions will include how to carry out such research, methodologies, methods of data collection and analysis as well as emotional wellness issues and challenges.

Students are expected turn in weekly summaries of readings, and do several co-presentations. The final paper will be on a method/methodology and/or knowledge system of the student’s choice. 

U ED 75100— Authentic Inquiry in Urban Education, R 630 – 830p, Rm. 5382, 3 Credits, Tobin [36321]
In this course we explore contingent and emergent methodologies that embrace learning from difference and use of multiple frameworks while seeking complex solutions to social problems. The approaches we study are grounded in multiple theoretical frameworks (i.e., they are multilogical); accepting polysemia, adopting practices that have the goal of social justice and beneficence for all participants. Research designs seek to produce new theory and transformative practices. We examine the ethics of doing research within critically subjective frameworks that employ multiple methods (e.g., narrative, video and audio analysis, auto ethnography, physiological expressions of emotion, interventions, cogenerative dialogue, heuristics, and co-teaching).
In ongoing fashion we critique published research in Urban Education, addressing ethical issues, crises of representation, and generalizability. Special attention is directed toward the salience of theoretical generalizability and user oriented criteria for critiquing the authenticity of research. Collaborative research methods are explored with a focus on reciprocal and supporting roles of all participants. Participants must be provided more than opportunities to be involved. Instead, what we learn from research must be used to benefit all participants, not only those who are well positioned to succeed. From the standpoint of equity, we will use theories with a critical orientation to examine labels (e.g., sexuality, religious affiliation, poverty) to ensure that both the design and enactment of research benefits all, including those who may not be well placed to “help themselves.”

Dissemination will be addressed with an emphasis on writing for publication in refereed journals, dealing with critical feedback, reviewing others’ work, and producing a manuscript style dissertation and/or book.

U ED 75100—Educating Educators, M 415 – 615p, C196.06, 3 Credits, Michelli [36322]
No area of education is under more scrutiny and subject to more external evaluation than the education of educators (including teachers, school administrators, and others).  This course is specifically designed to give an inside picture of the field, including the challenges from efforts to privatize and from other quarters.  While it will be of great use for anyone considering a university position in teacher education, all educators should be aware of the issues.   We will examine accreditation in detail—the process by which colleges and programs gain national recognition and approval.  Accreditation is changing as a new accrediting body, The Council for Accreditation of Educator Preparation (CAEP) becomes the only national accrediting body.  Every teacher education program is grappling with the changes. Implications of the successor to NCLB, The Every Student Succeeds Act (ESSA), are considered with an inside look at how states are interpreting the emerging federal guidance.  Will ESSA limit the federal role as some think it will?  Will the state's continue the same high stakes testing policies developed under NCLB?  Will the use of high-stakes testing continue to impact those entering and those already in the profession?   How important is educating educators in enhancing education?   How do we see the purposes of education in a democracy and how does that affect how we prepare educators?   How important are partnerships between educator preparation programs and K-12 school systems?   What are the barriers to collaboration as well as to the renewal of how we prepare educators overall?   All of these, and others that are of interest to you, are very complex and inter-related issues that we will explore and seek to understand together.

U ED 75100— Immigrant Children, Youth and Families: Revisiting Identity and Resilience, W 415 - 615p, 3 Credits, Korn-Burzstyn, Rm. 5383
The seminar, Immigrant Children, Youth and Families: Revisiting Resilience draws on the lived experiences of immigrant children, youth, emerging adults and their families, as they negotiate the possibilities and challenges posed by linguistic and cultural transitions, family separations and reunifications, and identity construction.   Transnational phenomena in the lives of families will provide a unique focus. We will consider three common features of immigrant experience: a) trauma and its aftermath, b) separation and loss, and c) identity and resilience. 

We will consider the complex developmental tasks that immigrants face across the life span, and the challenges of supporting growth among youthful immigrants and their families, including those who are most vulnerable, including undocumented immigrants, unaccompanied minors, English-language learners, and people with disabilities. In this seminar, we will explore the place of education, both in-and out-of-school, in supporting immigrant families and facilitating growth.

UED 75100 Learning, Development, and Pedagogy: Sociocultural, Critical, and Dialectical Approaches, Stetsenko, (36480), Rm. 3207, T 6:30-8:30pm
This course concentrates on theories and research at the intersection of human development and learning with a focus on contemporary developments in this interdisciplinary area. Objectives include gaining an understanding of the major philosophies, theories, methodologies, and contexts of research on learning and development and how they shape various approaches to pedagogy.

UED 75100--Second-Year Research Seminar I, 6:30-8:30pm, R 6:30-8:30pm, Daiute, [36326] Rm. 3207
This seminar guides students in designing and implementing scholarly research projects (dissertation, pre-dissertation, pilot studies, and masters-level theses). Coursework involves developing research designs via the writing process, crafting research proposals, peer reviewing, and drafting sections of research reports. The theoretical foundation of the course is “genre theory” (Bazerman, 2004; Berkenkotter & Huckin, 1995; and Cope & Kalantzis, 2014), an approach that considers human expression as the interaction of person and context with the affordances of culturally developed media. I have designed this course with the concept “scholarly genres” to provide an engaging and productive framework for developing research projects and related documents. With genres such as (but not limited to) abstracts, research questions, literature reviews, keywords/tags, research proposals, journal articles, and scholarly posters, we consider the qualities of each in relation to the purposes they serve, the communities in which they are embedded, and the development of the author’s intellectual work over time and context. The course focuses on selecting, developing, reviewing, and in some cases piloting research designs, instruments/measures, protocols, and data analysis strategies. Students’ course work involves weekly writing/revising of academic genres (like those mentioned above); preparing and presenting formal written and oral research proposals for relevant funding sources. In addition to this extensive writing, students read and comment on classmates’ writing. The course is open to students in Ph.D. programs and MALS programs. Semester two follows with guided writing of research reports for academic journals. (The fall and spring semesters of the course are required for some Psychology students.) Contact:

U ED 75100 -- Scholarly Communication with Public Audiences, M 630 – 830, 3 Credits, Bloomfield [36891] Rm. 3308
Public scholarship translates research findings, policy analyses and theoretical perspectives into terms understandable to non-experts while maintaining content integrity.  This course will explore abounding opportunities and obligations for public scholarship while helping to improve  students’ ability to participate in multiple contexts including popularly-directed books, articles, op-eds and columns, print and broadcast interviews and press comments, expert testimony, and social media. Course work will emphasize student projects and workshop-style peer review.


U ED 75100— Undocumented, Illegal, Citizen: Pol &Psy of Belonging in the US, R 415 - 615p 3 Credits, Daiute [36325] Rm. 3309

This course will focus on the recent history of citizenship challenges, as related to contemporary migration and higher education. The current movements of people fleeing violence and injustice worldwide have been met with some innovative policies, yet also with fences, detentions, travel bans, and other means. After reviewing such migration patterns and reactions, we focus, in particular, on the politics and psychology of what it means to belong in the U.S. today, officially and unofficially. Interestingly, much of this process has been mediated in public higher education, especially the community college. Course topics include history of 21st century migration, the Dream Act, DACA, DAPA, state policies, social movements, human rights treaties, and critical education programs as mechanisms of change. We also consider diverse perspectives on the issues, such as by generations of refugees, unaccompanied children, and relevant contexts, primarily higher education but also agricultural and domestic employment, child/family detention centers, and public media.

As an offering in the “Futures Initiative,” the course design will be adaptable to students’ interests. Pending student goals, for example, we will focus on projects such as a) considering different ways of thinking about contemporary migration and citizenship; b) examining databases of narratives, survey responses, and conversations by students and faculty reflecting on the role of the community college for belonging in America; c) developing methods for examining discriminatory language and action; d) curating debates in blogs about migration and human rights; e) interacting with initiatives like “CUNY Citizenship Now!”; f) developing a tool kit of analytic methods sensitive to social science and humanities inquiries. The course involves reading scholarly articles, policy documents, and reports of educational innovations; writing reflection papers, and designing practice-based research projects. Contacts:

ENG #BlackGirlMagic: @The Intersections of Literacies, Pedagogies, and Black Feminisms [CRN 35329]. Carmen Kynard, T 6:30-8:30pm, Rm. 3308
First coined as “Black Girls are Magic,” the slogan #BlackGirlMagic emerged on the scene less than a year after Alicia Garza, Patrisse Cullors, and Opal Tometi created #BlackLivesMatter. In this course, we will treat #BlackGirlMagic as a very specific temporal relationship to Black feminisms, digital Blackness, Black freedom movements, and 21st century (re)iterations of white supremacist and imperialist narratives.  We will challenge and move beyond the simplistic frames that have positioned (and thereby dismissed) #BlackGirlMagic (BGM) as merely a kind of beauty and visibility politics that must ultimately fail for only imaging “magical interventions” against racialized/sexualized violence.  Instead, we will closely examine contemporary political and aesthetic movements in Black feminisms that have made BGM possible/legible:

•      Activism and policy campaigns that challenge Black girls’ criminalization via schooling and policing regimes, like the notable work of KimberlĂ© Crenshaw’s #SayHerName and Monique Morris’s Pushout: The Criminalization of Black Girls in Schools
•      The increased attention to Hip Hop feminism and its ongoing challenges to traditionalist notions of Black feminisms and third wave feminisms
•      Black girlhood studies and its new archival research of the past and present in relation to migration, justice, and work
•      Research on Black girl literacies and Black feminist pedagogies as new categories of analysis for the meaning of reading, writing, and performance in and out of schools
•      Current critiques of Black women scholars rooted in Black feminist and intersectional thought against the de-racializing/de-Black-womanizing impulses of scholarly work that rejects intersectionality for assemblage theory
•      Black feminist digital vernaculars--- seen in projects like Kimberly Bryant’s “Black Girls Code,” Yaba Blay’s “Professional Black Girl” series, or Pauline Alexis Gumbs’s “Eternal Summer”-that innovates on the most available technologies in order to push alternative sites of knowledge, cultural rhetorics, authoring, and textual production.

We will treat our class as a new kind of maker-space where we will strategically position what Alexander Weheliye calls “racializing assemblages” alongside Black feminism’s “disavowed” yet stand-alone sustained reinvigoration of African American cultural theory as we follow “black cultural archives that typify different manifestations of enfleshment” (118).  Since the “sexualized ungendering of the Black subject” (Weheliye 108) has played a pivotal role in the making of modernity, we will reject any notion that our keen focus on Black women is unrelatable or irrelevant to any western geography and thereby ask new questions of whitestream classrooms, literacies, digital theories, and rhetorical histories.

PSYC 80103 UED 75100 Advanced Seminar in Community-Based Reserch, Su, (36427), R 11:45 am - 1:45 pm, Rm. 5382
This seminar aims to help students to advance research projects and dissertations that draw upon some aspect of Community-Based Research and related methodologies, such as Participatory Action Research, Appreciative or Asset-Based Inquiry, Collaborative Inquiry, and Practice-Based Research. Such research tackles community problems, with the aim of combining knowledge and action for policy or social change. This course aims to facilitate multi-disciplinary dialogues on theories and principles of community-based research (with special attention to race, gender, and class dimensions), the strengths and limitations of such approaches, and guiding practices and case studies/ models for successful research projects. The seminar will focus on 1. The skills necessary for participating effectively in such research, 2. Navigating issues of rigor and validity in such work, and 3. Developing appropriate research strategies, concept papers, and for dissertation-level students, outlines of framing chapters.

IDS 81660 Rethinking Higher Education for the Knowledge Economy, Ann Kirschner; Gilda Barabino, W, 4:15-6:15pm, Rm. 3309
What does it take to prepare students for success in the 21st century? This graduate seminar will explore innovations in higher education, with a special focus on technology and new pathways that lead to lifelong learning.