Summerterm 2020 Online Courses:
Summer Session I: June 1, 2020 - July 1, 2020
EDAD 5022 01: Writing for Professionals
Instructor: Mr. Paul Graham
Fulfills the TH requirement
The ability to communicate important information to general audiences in clear, lively prose is perhaps more important now than it has ever been. People have less time for and interest in breaking down complicated disciplinary (scientific, sociological, psychological) material, the stakes are getting higher, and psychological studies reveal that readers have a shorter attention span, as well. What role can reading traditional texts play in conveying rigorously-researched information? We will begin by analyzing how contemporary audiences consume reading material with a focus on how digital platforms alter the reading experience. We will then analyze several recent works of narrative nonfiction and literary journalism with an eye toward what may or may not make these works successful, including Jonathan Safran-Foer’s We Are the Weather: Saving the World Begins with Breakfast and Alex Hutchinson’s Endure: Mind, Body, and the Curiously Elastic Limits of Human Endurance. To help us understand the moves these writers are making in their works, and how these moves are adaptable to any writer’s interests, we’ll not only reverse-engineer their narrative structures but examine short theoretical texts on the role of narrative within nonfiction. The course will culminate in a piece of researched, hybrid nonfiction based on each student’s interest.
EDAD 5024 01: Student-Athlete Wellness and Development
Instructor: Ms. Fran Grembowicz
This course is designed to provide the opportunity to explore, discuss and gain an understanding of the issues and current trends pertaining to student athlete wellness and development in the ever-evolving nature of intercollegiate athletics. Through class readings, discussions, written assignments, presentations, and individualized projects, students will examine current research, student development theories, best practices, as well as the complexities, and critical framework for thinking about student-athlete development.
The content of the course is intended to increase awareness of the challenges confronting intercollegiate athletic leaders in supporting the student-athlete experience. Specific focus is given to topics such as equity, diversity, inclusion, identity, gender, legal issues, mental and physical well-being and how each relates to promoting a holistic environment for a positive student- athlete experience.
Summer Session II: July 6, 2020 - August 5, 2020
EDAD 5026 01: Rhetoric and Embodiment of Diversity in Educational Institutions
Instructor: Ms. Sarah Beck
“What are we doing when we use the language of diversity?” This question drives Sara Ahmed’s work examining the role that diversity plays in educational institutions and will provide the foundational focus for this course. In this course, we will take up diversity as a keyword and ask questions about what it means to embody diversity within educational institutions, both as an educator/leader and as a student/participant/learner. We will examine how diversity rhetoric plays out within institutional spaces, as well as the material impact these practices can have on those who embody diverse identities and experiences. Students will be asked to reflect on how their own identities and embodiment have impacted their experiences in educational institutions, as well as how we as educators and leaders participate with discourses and embodiments of diversity. We will discuss how can we take steps to demystify norms and examine how leadership and pedagogy can act as tools to re-imagine current institutional practices and spark social transformation. This course will utilize theoretical approaches such as feminist, queer, anti-racist, (dis)ability theories and studies to guide our approach to diversity and educational institutions.
EDAD 5027 01: Educational Ethnography
Instructor: Dr. Jessica Sierk
Fulfills the RS requirement
Erickson (1984), stated that “ethnography, because of its holism and because of its cross-cultural perspective, provides an inquiry process by which we can ask open-ended questions that will result in new insights about schooling in American society” (p. 65). In this course, students will learn how ethnography fits into the broader context of qualitative research. Students will read examples of ethnographic research in the context of education. Students will learn how to conduct an ethnographic research study, including what types of research questions ethnography can help answer, how to collect data using different ethnographic methods, how to analyze ethnographic data, and how to write up results from ethnographic research. This course is definitely appropriate for students planning on conducting research (both ethnographic and qualitative, more broadly) in the future; however, it is also appropriate for anybody hoping to better understand people and society. Many of the skills associated with ethnographic research are also helpful outside of academia, as thinking ethnographically can make you more observant, perceptive, curious, and a better listener. These skills are especially useful in the field of leadership!