This seminar involves weekly meetings in which students examine a range of issues emanating from school-based experiences. In addition, the course fulfills specific Washington Administrative Code (WAC) requirements for teacher preparation. Students hear selected speakers on professional topics related to sexual harassment, appropriate relationships and touch in school, school contract law, IEP/504 students, and child neglect/abuse.

This school-based field experience accompanies the elementary and secondary curriculum and instruction courses. MAT students observe and participate in elementary and/or secondary classroom teaching and learning experiences.

This is the capstone course and culminating experience for the Education Studies minor. Participants should have completed most or all of their Education Studies coursework before enrolling. During the course, students work with a mentor teacher to examine instructional practice and student learning in a classroom setting. Students learn about action research, and develop a study in their school-based classroom, identifying relevant questions, collecting and analyzing data, and developing practical implications.

The central topic of this course is the ways teachers view learning, instruction, classroom organization, and motivation. This course takes a micro-analytical approach focusing on classroom interactions and how a teacher plans for a range of student interests, experiences, strengths, and needs.

This course focuses on the ways in which educators, politicians, and the public view the state of American schools. Broad philosophies of education guide an analysis of schools, which include historical lenses as well as the current literature on classroom reforms. This course contrasts central issues of schooling as seen from the "outside" political domain and the "inside" experience of students. In particular, the course addresses how issues of race and social class as well as economic inequality surround current debates over the best way to improve schools in the 21st century.

Teaching about the past tells us where we came from and provides a narrative that communicates who "we" are. Using primary sources with K-12 students is often touted as one of the best ways to shape inclusive narratives while developing reading, writing, and critical thinking. And yet, primary sources are rarely used at the pre-college level. This class is designed to introduce students to using primary documents to help K-12 students understand alternative perspectives of the past.

Teaching reading has never been politically neutral because reading instruction, when it is done well, requires that we read something. Underlying this course is an assumption that the selection of what students read should consider the promotion of American ideals of liberty and justice for everyone. Together students think about the messages children's and young adult books send and how to select books that promote social justice. Students read children's and young adult books that include people from different racial groups, and books that open up ideas of gender and sexuality.

The history of legislated and de facto everyday white supremacy in public schooling and social life has created a highly segregated teaching force. Most U.S. teachers are white, middle-class, monolingual females who grew up in predominantly white communities. Teachers of color are dramatically under-represented in the teaching force, and children of color have very limited representations of their racial identity throughout their schooling experience. The central work of this course is to center race as a lens for understanding miseducation in American schooling.