EDUC 286 - Introduction to Inclusive Pedagogies in Quantitative Education
Semester Offered: Spring
This course is intended to help prepare students for future careers in math and science education. Course topics include educational theories and practices such as Bloom’s taxonomy, Vygotsky’s zone of proximal development, scaffolding, metacognition, the productive struggle, and making use of multiple representations. Students develop inclusion strategies for education through the study of stereotype threat, growth mindsets, and neuroatypical learners.
This course has some traditional components such as lecture/discussion and regularly features non-traditional course components, as well. Activities may include observations and reactions to tutoring sessions at the Q-Center or Supplemental Instructor review sessions, reflections on tutoring experiences (for those who are currently working as a tutor), student-conducted interviews of professors or other educators of quantitative disciplines, and the development of lessons to be “workshopped” during class meetings. Hudson Gould.
Prerequisite(s): Must have completed the Quantitative Requirement.
First six-week course.
Two 75-minute periods.
Course Format: CLS
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