Click here to view the Fall 2009 Course and Time Roster

EDUC 1111 Exploring Agricultural Education and Research
Fall or spring. 2 credits. W. Camp.
Students explore educational, career, and research opportunities in agricultural education; conduct independent research under supervision of faculty; attend presentations by admissions, career, and student services offices; interview agricultural professionals; participate in team projects; write papers; and complete a research project for presentation at a poster session.

EDUC 2110 Seminar in Agricultural Science Education
Fall or spring. 1 credit. T. Park.
Students read about, discuss, and engage in special topics and issues related to education students and the public about agriculture and agricultural sciences. Course builds community and social networks among students preparing to educate about agricultural sciences.

EDUC 2200 Community Learning and Service Partnership (CLASP)
Fall. 2 credits. Prerequisite: permission of instructor. Students must commit to taking EDUC 2210 the following spring. A. Wilson.
In this service-learning course, students partner with Cornell service staff to accomplish a variety of learning goals selected by the employees. Students are introduced to the field of adult basic education and the principles of the Community Learning and Service Partnership (CLASP). Seminars examine the issues of learning through service and reflection, adult teaching philosophy and practice, and empowerment through education. Students must commit to continuing their service by taking EDUC 2210 the following spring semester.

EDUC 2210 Community Learning and Service Partnership (CLASP)
Spring. 2-4 credits, variable. Prerequisites: EDUC 2200 and permission of instructor. A. Wilson.
Continues the field experience and curriculum begun in EDUC 2210. Students work with Cornell service staff to accomplish a variety of learning goals selected by the employees. Student receive in-service training and support. Seminars examine the impact of gender, race, and social class on learning and educational opportunity.

EDUC 2400 The Art of Teaching
Fall and spring. 3 credits. T. Richardson and D. Trumbull.
This exploratory course is designed for students of all backgrounds and interests who have a desire to learn more about education and teaching. Teaching takes place in a variety of contexts from the family to the workplace and this course endeavors to examine the elements of teaching that transcend the typical school-teaching environment. Designed to guide students in reflecting upon their experiences to help them better understand the decisions they make as teachers. Students have the opportunity to pursue their own interests through a teaching fieldwork assignment. Possible field experiences range from large group to tutorial situations, from preschool to adult education, from traditional school subject matters to recreational and occupational areas, and from school-based to nonfatal situations. The course work and readings are designed to build on these experiences throughout the semester and provide concepts and skills to apply in the field.

EDUC 2710 Social and Political Context of American Education (also AMST 2710 and SOC 2710) (HA) (SBA) (D)
Fall. 4 credits. Disc. J. Sipple
Examines the goals, roles, inputs, and outcomes of schooling in American society and the policy environment in which schools operate. Analyzes controversies and tensions (e.g., equity, market, forces, state control) surrounding public education at local, state, and federal levels. Includes current and historical, urban and rural issues and problems.

EDUC 3110 Educational Psychology (also HD 3110) (KCM) (CA)
Fall. 4 credits. Prerequisite: PSYCH 1101 or permission of instructor. Additional disc sec TBA. D. Schrader.
Educational psychology is the application of psychological concepts to educational settings. This course examines the dynamic interaction between people as teachers and learners, schools as social and learning environments, and the sociocultural contexts that influence learning. The focus is on those interactions in cognitive, epistemic, social, moral, and personal domains in educational contexts.

EDUC 3310 Careers in Agriculture, Extension, and Adult Education
Fall. 3 credits. G. Applebee
Designed to examine program development, methodologies, leadership, evaluation, and implementation in three areas of teaching: adult education, cooperative extension, and agricultural education. The course provides a historical perspective and an introduction to the organization and scope of programs. Students examine career opportunities and characteristics of the professions addressed. Course activities include a class project, field observations, and experiences during arranged times.

EDUC 3350 Youth Organizations (CA)
Fall. 3 credits. T. Park.
Visionary, creative, and competent leaders are essential for youth organizations. Class participants learn how to facilitate both youth and adult volunteer leadership development. They examine factors affecting membership, purposes, design, operation, and administration of youth organizations. The course provides students with in-depth learning-by-doing experience of how youth organizations function. Requires field experience with a recognized youth organization.

EDUC 4010 Special Methods of Instruction In Agricultural Science Education
Fall. 1-3 credits, variable. Prerequisite: permission of instructor. T. Park.
Students complete learning and skills development about special methods for teaching agricultural science education. Learning and skill development may include metal fabrication, small engine physics, and/or special laboratory instruction related to agricultural sciences. Students will reflect upon that learning and skill development and create units of instruction employing special methods used to teach secondary and/or post-secondary students about agricultural knowledge, skills, and processes.

EDUC 4040 Learning and Teaching I
Spring or summer. 4 credits. Prerequisite: admission to Cornell Teacher Education program or permission of instructor. D. Trumbull.
Designed to foster development of pedagogical and reflective understanding crucial to good teaching. Students explore what it means to understand and teach through examining key disciplinary topics, which requires rethinking disciplinary knowledge, assessment of learning, and motivation. Required fieldwork (4 hours weekly) focuses on students' understandings of pupils and classroom structures.

EDUC 4050 Learning and Teaching II
Fall. 4 credits. Prerequisite: admission to Cornell Teacher Education program or permission of instructor. B. Crawford.
Important part of a sequence of courses and experiences intended to lead to excellence in science, agricultural science, and mathematics teaching. Prospective teachers develop understanding and skills in effective planning, instruction, and assessment of students studying agricultural science, mathematics, and science in middle and high school. The course is intended to integrate theory and practice associated with learning and teaching in school classroom settings and includes a minimum of 40 hours of fieldwork in area classrooms.

EDUC 4200 Field Experience
Fall or spring. 1-4 credits. Undergraduates must attach to their course enrollment material written permission from faculty member who will supervise work and assign grade. Staff.
Students may engage in planned, semiprofessional, or professional practice in an educational enterprise. Each student prepares a plan of action including rationale, purposes, and procedures and arranges with a faculty member to supervise and evaluate their field experience.

EDUC 4410 Language, Literacy, and Schooling (KCM)
Spring or summer. 3 or 4 credits. Lab TBA. T. Park.
Foundation for literacy activities in secondary education. Examines current research, policy, and practice relating to the acquisition of first and second languages, the dynamics of literacy in school contexts, and the development of academic language proficiency. The fourth credit hour requires a research project bases on fieldwork.

EDUC 4510 Multiculturalism and Education (also AMST 4510 and LSP 4510) (D)
Fall. 3 credits. S. Villenas.
This course explores research on race, ethnicity, and language in American education. It examines historical and current patterns of minority school achievement and the cultural premises undergirding educational practices in diverse communities and schools. Policies, programmatic and pedagogical responses to diversity, including multiculturalism and bilingual education, are addressed.

EDUC 4520 Multicultural Issues in Secondary Education
Fall. 1 credit. Prerequisite: permission of instructor and EDUC 4510 concurrent or past. S. Villenas.
Provides students with field experience or research in the local community and on campus regarding issues of diversity, multiculturalism and equity in education.

EDUC 4590 Educational Innovations in Africa and the Diaspora (also ASRC 4601) (D)
Fall. 3 credits; 4 in College of Arts and Sciences. N. Assié-Lumumba.
Deals with educational innovations geared to promoting equal opportunity based on gender, race and class, in Africa and the African Diaspora. After introducing the concepts and theories of education and innovations and the stages of innovation as planned changes, the course focuses on concrete cases and different types of educational innovations. Selected case studies, in the United States, include the creation and expansion of historically black institutions with focus on Tuskegee Institute (now Tuskegee University), Lincoln University, Spelman College, and the Westside Preparatory School in Chicago. The African cases studied include African languages for instruction in Nigeria, science education also in Nigeria, Ujamaa and education for self-reliance in Tanzania, classroom action research in Lesotho, Information Communication Technologies (ICTs) in African higher education with a focus on African Virtual Universities (AVU), the application of the Global Development Learning Network (GDLN) in Côte d'Ivoire, and online learning in South Africa.

EDUC 4630 Policies, Practices, and Critical Issues of Distance Learning in Developing Countries
Summer. 3 credits. N. Assié-Lumumba.
Distance learning is increasingly being adopted to respond to the high demand for education in developing countries. This course critically analyzes distance education for the general population as well as specific social and professional categories. A typology on the ICTs (information and communication technologies) used and the different forms of virtual learning institutions are examined. Case studies include single-mode and dual-mode institutions in Africa, Asia, and Latin American countries and also eLearning programs designed in industrial countries for developing countries.

EDUC 4720 Philosophy of Education
Fall. 3 credits. T. Richardson.
The discussions for this course will be organized around a variety of philosophical positions which have influenced scholarly approaches to philosophy of education during the twentieth century. We will be concerned primarily with the development of John Dewey's humanist approach to educational philosophy and the post- humanist philosophical positions from Continental, Post- Colonial and Feminist philosophies which have emerged in response to it. Advanced undergraduates will be permitted.

EDUC 4940 Special Topics in Education
Fall, spring, or summer. 4 credits max. Prerequisite: permission of instructor. Staff.
The department teaches "trial" courses under this number. Offerings may vary by semester, and will be advertised by the department before the semester starts. Courses offered under this number will be approved by the department curriculum committee, and the same course is not offered more than twice under this number.

EDUC 4970 Individual Study in Education
Fall, spring, or summer. 1-3 credits. Students must register using independent study form (available in 140 Roberts Hall). Staff.
A student may, with approval of a faculty advisor, study a problem or topic not covered in a regular course of may undertake tutorial study of an independent nature in an area of educational interest.

EDUC 4980 Undergraduate Teaching
Fall or spring. 1 0r 2 credits; 4 credits max. during undergraduate career. Prerequisite: GPA of at least 2.7. Students must register using independent study form (available in 140 Roberts Hall). Staff.
Participating students assist in teaching a course allied with their education and experience. Students are expected to meet regularly with a discussion or laboratory section, to gain teaching experience, and regularly to discuss teaching objectives, techniques, and subject matter with the professor in charge.

EDUC 4990 Undergraduate Research
Fall, spring, or summer. 6 credits max. during undergraduate career. Not open to students who have earned 6 or more undergraduate research credits elsewhere in the college. Prerequisites: junior or senior standing; GPA at least 2.7. Students must register using independent study form (available in 140 Roberts Hall). Staff.
Affords opportunities for students to carry out independent research under appropriate supervision. Each student is expected to review pertinent literature, prepare a project outline, conduct the research, and prepare a report.

EDUC 4991 Independent Honors Research in Social Science
Fall or spring. 106 credits; max. 6 credits may be earned in honors program. Prerequisite: requirements for honors program met. S-U or letter grades. Staff.

EDUC 5020 Education and Development in Africa (also ASRC 5020)
Spring. 3 credits; 4 in College of Arts and Sciences. N. Assié-Lumumba.
Examines the relationship between education and individual and national development. Besides human capital theory, different paradigms of development, including modernization and dependency theories, and Third World Forum are examined. Issues discussed include schooling, and nonformal education; the role of primary, secondary, and higher education development; and the issues related to employment, national migration and international brain drain, language, equity in access, output, and outcome based on social class, ethnicity, race, gender, and nationality. Finally, the information and communication technologies (ICTs), indigenous knowledge systems, and the role of higher education in the national, regional, and international contexts and cooperation are discussed.

EDUC 5030 Diversity in the Classroom (D)
Fall. 2-4 credits. Prerequisite: enrollment in the CTE program or permission of instructor. S-U or letter grades. S. Villenas.
Builds knowledge of literacy and diversity gained from course work and field activities With a focus on classroom teaching, topics include learning and inequality, multiple literacies across home and school, culturally relevant teaching, and English language learners. A service leaning component is optional for 3 or 4 credits.

EDUC 5320 Educational Programs in Agricultural Science
Fall. 3 credits. T. Park.
Overview of the organization and planning processes necessary to operate a successful agricultural science education program in the public schools. Topics include local needs assessments, agricultural advisory boards, community-partnering strategies, program planning, course development, sequencing instruction, and professional development. Fieldwork provides experience with New York agricultural education students, teachers, and programs.

EDUC 5350 Youth Organizations for Agricultural Science Education
Spring. 3 credits. Prerequisite: senior or graduate standing in Agricultural Science Education. T. Park.
Provides future agriculture educators a comprehensive overview of the components of an agriculture education program including supervised agricultural experience (SAE) and FFA. Students examine factors affecting membership, purpose, design, operation, and administration of career and technical student organizations and FFA organization, structure, and functions on national, state, and local levels.

EDUC 5370 Program Planning and Youth Organizations in Agricultural Science Education
Summer. 4 credits. T. Park.
Overview of the organization and planning process necessary to operate a successful agricultural science education program in the public schools. Topics include FFA, SAE, local needs assessment, sequencing instruction, professional development. Fieldwork provides experience with New York agricultural education students, teachers, and programs.

EDUC 5710 Social and Political Context of American Education (also AMST 5710 and SOC 5710) (HA) (SBA) (D)
Fall. 4 credits. Prerequisite: admission to the Cornell Teacher Education program or permission of instructor. J. Sipple.
Examines the goals, roles, inputs, and outcomes of schooling in American society, and the policy environment in which schools operate. Analyzes controversies and tensions (e.g., equality, market forces, state control) surrounding public education at local, state, and federal levels. Includes current and historical, urban and rural issues and problems.

EDUC 5780 International Teaching Assistant Development Program (ITADP) Training Course: Cross-Cultural Classroom Dynamics, Pronunciation, and Language, Video Teaching Practicum
Fall and spring. 2 credits. TBA. ITADP staff.
Designed for first-time international teaching assistants from countries in which English is not the first language, this ITADP course focuses on cross cultural classroom dynamics, teaching techniques, and English proficiency. Through small group seminars, individual conferences, and audio journals this course helps ITAs develop their linguistic and pedagogical skills as they gain sensitivity to the dynamics of U.S. classrooms.

EDUC 5790 Further Training for International Teaching Assistants
Fall, spring, or summer. 2 credits. Prerequisite: EDUC 5780. Lec, three contact hours per week. ITADP staff.
Designed for international teaching assistants from countries in which English is not the first language and who have completed EDUC 5780. The ITADP follow-up course provides further instruction and practice in oral English and pedagogical skills.

EDUC 6010 Secondary Agriculture, Science, and Mathematics Teaching Practicum
Fall or spring. 6 credits. Prerequisite: graduate students enrolled in Cornell Teacher Education program. B. Crawford, T. Park, and D. Trumbull.
Supervised student teaching in agriculture, mathematics, or science at the secondary level. Program includes teaching in local school for 14 weeks.

EDUC 6020 Practicum Seminar
Fall or spring. 9 credits. Prerequisite: EDUC 6010 or permission of instructor. B. Crawford, T. Park, and D. Trumbull.
Begins with full-day sessions of intensive consideration of classroom practice relevant to all aspects of student teaching. Assignments and an online seminar during the semester require students to use theories to develop and evaluate teaching materials and practices. Students also complete an extensive portfolio documenting their work.

EDUC 6140 Gender, Context, and Epistemological Development (also FGSS 6240) (D)
Fall. 3 credits. Offered alternate years; next offered 2010-2011. D. Schrader.
This seminar explores concepts of personal epistemological development and how social context and gender influence how we know and how we think. We examine the dynamic interactions between individuals' view of the nature of knowledge, metacognitive awareness or though processes and strategies, and social contexts of education and real life.

EDUC 6160 Moral Psychology and Education (also FGSS 6060)
Fall. 3 credits. Prerequisites: EDUC 3110, graduate standing, or permission of instructor. Offered alternate years. D. Schrader.
This seminar examines questions of the psychological development of knowing what is right, just, good, and of value. We study moral development from cognitive-developmental, social-contextual, normative, and gendered perspectives. Topics vary by semester but include the relationship between judgment and action, moral education, social aggression, moral leadership, and integrity.

EDUC 6170 Psychology of Adolescence in Case Study (also FGSS 6180)
Spring. 3 credits. Prerequisite: any one of the following: EDUC 3110, HD 6170, or permission of instructor. D. Schrader.
Adolescent psychological development is examined from the perspective of the individual subject and the researcher. Using a case study approach we explore classic and contemporary theories of adolescence, relying on primary source readings and first-person accounts to give us insight into adolescent issues, such as identity, values, and behaviors.

EDUC 6180 Learning in Adulthood: An Introduction
Fall. 3 credits. S-U or letter grades. R. Caffarella.
An introduction of learning in adulthood is provided with emphasis on understanding adult learning in contemporary society, reviewing key seminal and current theory and research, and exploring how this knowledge relates to practice. Students from other disciplines, in addition to Education, who work with adults in formal and informal settings are welcomes.

EDUC 6200 Internship in Education
Fall or spring. 1-6 credits. Each student, before course enrollment, must obtain approval of faculty member who will assume responsibility for supervising work. Staff.
Opportunity for practical experience in educational professions development.

EDUC 6330 Program Planning in Adult and Extension Education
Spring. 3 credits. Offered alternate years. A. Wilson.
Examines current social and economic conditions affecting agricultural, extension, and adult education. Applies principles, objectives, strategies, and sources of information to program planning. Participants have an opportunity to observe ongoing programs in agricultural, extension, and adult education and to pursue individual interests in program development and improvement.

EDUC 6470 Innovative Teaching in the Sciences
Spring. 3 credits. B. Crawford.
This seminar on innovative ways to teach is designed for doctoral and master's-level students in education, sciences, math, and possibly other disciplines, including extension and outreach. Readings will include issues of gender and underrepresented populations in science, math and engineering. Students will design inquiry-based instruction in their field.

EDUC 6510 Anthropology and Education
Spring. 3 credits. S. Villenas.
A study of schooling and education from anthropological perspectives and ethnographic methodology. Participants examine teaching and learning in families, communities, and schools as cultural process. Some topics include the differential school achievements of racial/ethnic minorities, school reform efforts, youth culture and identities, and literacy in adult learning spaces.

EDUC 6610 Administrative Leadership and Organizational Change
Spring. 3 credits. J. Sipple.
Perspectives on the administration of educational organizations. Considers social science, legal and ethical theories, and their application to both public schools and higher education. Intended for students who are considering careers as educational administrators, as well as for those who want to further their understanding of educational organizations.

EDUC 6620 Evaluation Design
Spring. 3 credits. Prerequisite: survey of research methods (or other graduate level class in research methods), statistics. S-U grades only. M. Constas.
This course is designed to introduce graduate students to the principles and practices of program evaluation. It addresses practical realities and political features of a range of evaluation designs that may be used to support decision making related to educational, social, and community-based programs. Students who enroll in the class will become familiar with the technical characteristics, practical realities, and political features of a range of evaluation designs that may be used to support decision making related to educational, social, and community-based programs. Course readings, class discussions, and assignments will support the development of the proposal.

EDUC 6640 Methods for Interpretive Research
Spring. 3 credits. Prerequisites: course in research methods/research design. S-U or letter grades. D. Trumbull.
Addresses the assumptions undergirding interpretive research and explores key methodological approaches to gathering and analyzing evidence. These approaches attend to the complex interactions between the researcher, the researched, and the context. Students carry out an actual study for the course, allowing them to experience doing actual research.

EDUC 6670 Discourse Analysis in Education
Spring. 3 credits. S-U or letter grades. A. Wilson.
Course functions as an advanced study in the theory and practice of conducting discourse analysis in education. Discourse analysis is one of the preferred analytical approaches in cultural studies, but "discourse analysis" means different things to different people. Participants will examine a range of those differences.

EDUC 6680 Narrative Inquiry in Social Science and Action Research
Spring. 3 credits. S. Peters.
Provides an introduction to the theory and practice of narrative inquiry in action-oriented social science research. It includes a range of theoretical and practical topics related to narrative inquiry, taking an approach that combines seminar and workshop formats. Class sessions and assignments provide students with opportunities to practice elements of narrative inquiry, and to develop draft proposals for research projects that incorporate a narrative orientation.

EDUC 6710 American School Reform: Organizational and Sociological Perspectives
Spring. 3 credits. J. Sipple.
For individuals interested in the role of schools in society and in organizational behavior in public policy. This seminar investigates the sociological functions of schooling, including the stability of school organization given the long history of policy initiatives designed to reform schools. The focus is American K-12 public education, though issues of pre-K, private, and post-secondary education are covered.

EDUC 6720 Philosophy of Education
Fall. 3 credits. T. Richardson.
The discussions for this course will be organized around a variety of philosophical positions which have influenced scholarly approaches to philosophy of education during the twentieth century. We will be concerned primarily with the development of John Dewey's humanist approach to educational philosophy and the post- humanist philosophical positions from Continental, Post- Colonial and Feminist philosophies which have emerged in response to it. Advanced undergraduates will be permitted.

EDUC 6800 Foundations of Adult and Extension Education
Fall. 3 credits. Limited to 20 students. Offered alternate years. A. Wilson.
Analysis of alternative purposes, nature, and scope of extension, adult, and continuing education programs in the United States and abroad, with emphasis on the relationship of programs to historical, cultural, political, and social settings. Examines definitions, conceptual controversies, philosophical issues, and current research directions through a seminar approach.

EDUC 6810 Democracy, Science, and Education
Spring. 3 credits. S. Peters.
 Explores the actual and potential connections between democracy, science, and education. The first half of the course examines several different models and theories of democracy. Attention is focused on how the nature and practice of citizenship and politics are conceptualized under each of these models, and the implications of these conceptualizations for the political and civic education roles and work of teachers, scientists, adult educators, community development practitioners, and community organizers. The second half of the course involves a critical examination of the roles that scientific methods, expertise, technologies, and knowledge do, might, and/or should play in addressing social problems.

EDUC 6820 Community Education and Development
Fall. 3 credits. Limited to 25 students. S. Peters.
Offers an opportunity for students to engage in a critical study of the purposes and practices of professional organizers and educators in community and economic development initiatives. The course places a special focus on the civic or democratic dimensions of educational practice. Civic practice in community education and development is viewed in relation to the craft of “educational organizing” as a vehicle for social learning and collective action. Key philosophies and traditions of educational organizing are studied and analyzed in their historical, cultural, social, and political context, with an eye toward implications for contemporary practice in a broad range of settings.

EDUC 6850 Training and Development: Theory and Practice (also IARD 6850)
Spring. 3 credits. R. Caffarella.
Provides practitioners and researchers conceptions from different perspectives of training and development, primarily in international settings. Engages students in critical and reflective analysis related to adults as learners, training and education at the instructional and program levels, major development issues at national and global levels, and ethical practice. Examines two major themes that drive training and development: the impact of context, and the role of power.

EDUC 6940 Special Topics in Education
fall, spring, or summer. 1-3 credits. Prerequisite: permission of instructor. S-U or letter grades. Staff.

EDUC 6970 Graduate Individual Study in Education
Fall, spring, or summer. 1-3 credits. Prerequisite: graduate standing; permission of instructor. S-U or letter grades. Staff.
A graduate student may, with approval of a faculty advisor, study a problem or topic not covered in a regular course or may undertake tutorial study of an independent nature in an area of educational interest.

EDUC 6980 Graduate Supervised Teaching in Education
Fall or spring. 1-2 credits. Prerequisite: graduate standing; permission of instructor. S-U or letter grades. Staff.
Participating graduate students assist in teaching a course allied with their education and experience. Students are expected to meet regularly with a discussion or laboratory section, to gain teaching experience, and regularly to discuss teaching objectives, techniques, and subject matter with the professor in charge.

EDUC 7010 Empirical Research
Fall, spring, or summer. 6 credits, variable. Prerequisite: graduate standing; permission of instructor. Staff.
For study that primarily involves collection and analysis of research data.

EDUC 7020 Practicum
Fall, spring, or summer. 6 credits, variable. Prerequisite: graduate standing; permission of instructor. Staff.

EDUC 7030 Teaching Assistantship
Fall, spring, or summer. 6 credits, variable. Prerequisite: graduate standing; permission of instructor. Staff.
For students assisting faculty with instruction. Does not apply to work for which students receive financial compensation.

EDUC 7040 Research Assistantship
Fall, spring, or summer. 6 credits, variable. Prerequisite: graduate standing; permission of instructor. Staff.
For students assisting faculty with research. Does not apply to work for which students receive financial compensation. 

EDUC 7050 Extension Assistantship
Fall, spring, or summer. 6 credits, variable. Prerequisite: graduate standing; permission of instructor. Staff.
For students assisting faculty with extension activities. Does not apply to work for which students receive financial compensation.

EDUC 7620 Comparative and International Education
Summer. 3 credits. N. Assié-Lumumba.
Seminar that critically analyzes education conceived both as a universal social institution and a reflection of cultural, economic, and political dynamics of the local and global contexts. The analysis focuses on policies, organization, and the functioning of education in industrial, new/emerging economies and developing countries. Specific case studies are drawn from different countries.

EDUC 7830 Farmer-Centered Research and Extension (also IARD 7830)
Fall. 3 credits. S-U or letter grades. T. Tucker.
Forum for discussion and critical analyses of participatory research and extension approaches in agriculture and natural resource management in the complex and diverse environments characteristic of many developing countries. Theoretical and philosophical arguments that underpin participatory research and extension, as well as current tools and techniques for facilitating participation and social learning are examined. Case studies and individual projects related to farmer-centered research and extension provide a focus for analyses. The course also explores and pays special attention to the challenges and opportunities related to institutionalization of participatory research and extension for sustainable agriculture and natural resource management.

EDUC 8900 Master's-Level Thesis Research
Fall or spring. Credit TBA. Each student, before course enrollment must obtain approval of faculty member who will assume responsibility for guiding work.
S-U or letter grades. Times TBA. Staff.

EDUC 9900 Doctoral-Level Thesis Research
Fall or spring. Credit TBA. Each student, before course enrollment, must obtain approval of faculty member who will assume responsibility for guiding work.
S-U or letter grades. Times TBA. Staff.