School of Teaching & Learning
Graduate Seminars for Fall of 2022
EME 6645: Neurotechnologies in Education
Professor
Dr. Pasha Antonenko
Periods
Monday, 4th – 6th
Description
This seminar focuses on the neuroscience frameworks and technologies that are gaining popularity in educational research as a way to supplement and offset the weaknesses of self-reported data. We will be exploring seminal conceptual and empirical research linking attention, cognition, emotion, and learning, and will focus on collecting and analyzing data with the actual neurotechnologies such as eye tracking, electroencephalography (EEG), galvanic skin response (GSR), and heart rate variability (HRV). Students will work in teams to design a study that will be written up as an IRB application.
EDG 6226: Foundations of Research in Curriculum and Instruction
Professor
Dr. Sevan Terzian
Periods
Monday, 9th – 11th
Description
The purpose of this course is to provide introductory experiences and orienting frameworks for new doctoral students in the School of Teaching and Learning, with a particular focus on what it means to be a scholar of curriculum and instruction and a researcher in this field. Required for first semester STL doctoral students.
EDG 6017: Writing for Academic Purposes
Professor
Dr. Zhihui Fang
Periods
Tuesday, 4th – 6th
Description
This course is designed to enhance the capacity of graduate students from all disciplines to write for academic purposes. It discusses key genres of academic writing, common rhetorical moves associated with each genre, essential skills needed to write these genres, and linguistic resources and strategies that are functional and effective for performing these moves and skills. A key focus of the course is on exploring how language can be used, across genres and disciplines, as a creative/powerful resource for presenting information, organizing text, engineering discursive flow, improving clarity, sharpening focus, infusing points of view, developing argument, incorporating other people’s ideas/voices, and engaging readers. The course also provides tips for, as well as an insider’s perspective on, building a successful career in academic writing and scholarly publishing.
MAE 7899: Mathematics Education Research and Teaching Foundations
Professor
Dr. Hyunyi Jung
Periods
Tuesday, 6th – 8th
Description
This seminar focuses on critical examination of research impacting mathematics teaching and learning. Students will explore various historical literature and theoretical perspectives, including historical, social, political, and economic contexts and foundations of mathematics. Students will also investigate mathematics curricula, instructional methods, and theoretical backgrounds that reflect the diversity and identities of learners. Several options for projects will be provided to support students’ areas of interests.
RED 7019: Foundations of Literacy
Professor
Dr. Danling Fu
Periods
TBA
Description
This course is designed as an introduction to the interconnected fields of literacy and language in education. It will give an overview of key issues and questions driving educational research in these two areas, with implications for both teaching and learning. We will examine seminal works that have shaped literacy and language research, paying special attention to aspects of power, identity, and practice. This course will feature guest lectures from experts at UF, as well as scholars in the larger academic community. This course will be of interest to anyone interested in the relationship between language, literacy, and education, providing students with a conceptual base and theoretical toolkit to inform further investigation in their graduate studies.
SMT 6066: Data Wrangling and Visualization
Professor
Dr. Kent Crippen
Periods
Wednesday, 6th – 8th
Description
Approximately 80% of the total time spent on any study will involve cleaning, preparing, and visualizing the data that has been collected. Data wrangling is the systematic process of transforming any raw data into a more structured form and organizing multiple sources into a singular coherent whole for either qualitative or quantitative analysis. Visualization is using graphical representations for reasoning about and summarizing data that includes a variety of maps, graphs, and textual diagrams. Wrangling and visualization techniques, approached from an educational research perspective using software systems supported by UF, will improve your understanding and comfort for working with data as well as your confidence and efficiency in completing an analysis and presenting results. The course is delivered in a studio format. Coursework is practical and applicable to any form of research or theoretical perspective and will include various examples and ample hands-on experience for developing transferable expertise and skills. Students are welcome and encouraged to use existing personal data sources. Come wrangle with us!
EDF 7934: Seminar in Educational Foundations (invitation only)
Professor
Dr. Sevan Terzian
Periods
Wednesday, 7th – 9th
Description
The purpose of this course is for students to investigate the origins of an enduring problem in American education through the use of archival sources to produce an original historical research paper roughly 25-30 pages long. Permission of the instructor is required to enroll.
EDG 7224: Critical Pedagogy
Professor
Dr. Vicki Vescio
Periods
Thursday, 9th – 11th
Description
There is nothing magical about the process of “turn[ing] ourselves inside out to face the truth.” There is only the willingness to be uncomfortable with what we are seeing and hearing and the determination to uncover more that we need to know and then make changes based on what we learn (Kendall, 2013, p. 3).
Who determines what and who is deemed worthy in society? What is the impact on those who are considered worthy and those who are not? And, what is the role of schools in communicating these messages? Critical pedagogy provides an ideological lens and practical tools for examining and [re]visioning school structures, processes, and practices that advantage some students and disadvantage others. The critical perspective begins with the assumption that educational equity is not a reality in U.S. schools. It is based on the commitment that all educators must work to realize what needs to be “uncovered” to make schooling a more socially just endeavor. This course explores these key issues in education (and beyond) as we attempt to engage in creating individual and collective pathways to equity and social justice.
