The ELP Department is offering its undergraduate course, ELP 200: Foundations of Educational Leadership and Policy for Social Justice (#23879), in Fall 2024 – Wednesdays from 12:45-3:45 (Hybrid).
For students interested in seeing if an interdisciplinary educational minor is for them – then ELP 200 might be a good fit. ELP 200 is one of the core required Educational Leadership and Policy for Equity Minor courses. Though a 200-level course, it’s open to all undergraduates. Please note, it’s typically only offered in the fall, so it's good for students to catch it when running.
Please see a more detailed description below, but also note the course is designed to be a Socratic conversation-style seminar, with about 15-20 students. As a seminar, students have the opportunity to research and discuss multiple critical topics in-depth, and with guided one-on-one faculty support.
- Course Description – Complex twenty-first century issues facing students, parents, local communities, and school personnel underscore the importance of knowledge about educational equity and justice. Thoughtfully developed leadership and policy skills are integral to this knowledge base. This course is designed to introduce undergraduate students to what leading educational and interdisciplinary scholars have to say about ethical and socially just-oriented educational and social practices. Students will work individually and collaboratively to research how diversity issues intersect with educator (broadly defined) practice and respective policy. They also will explore the ways their positionality and views of leadership matter to fostering positive work climates, as well as increasing overall whole health and well-being among students, schools, and/or communities. Example topics covered include: school law and politics; class, poverty, and homelessness; culturally, linguistically, and trauma-informed practices; (dis)ability and gender policies; (im)migration and refugee student concerns; neoliberal school reforms and privatization; and race and school discipline. Course activities, discussions, presentations, and written assignments are designed to provide students with opportunities to develop critical, meaningful, and relevant sense-making about social justice in a way that also empowers them to consider how they can become advocates on specific issues. Course readings will draw from educational research, and also will direct students to relevant interdisciplinary resources from the social sciences.