Courses Taken
EDUC-Z760 - Art Education Doctoral Seminar, Topical Seminar in Current Instructional Issues -
Welcome to this topical seminar, during which we will address current issues relevant to the art education of youth in American schools and communities. The topic of this seminar was inspired by pressing changes in 20th century society and, consequently, in educational policies and practices relative to visual art education in K-12 schools. Many influences upon the field of art education are of a cyclical nature, insofar as ideas about the purposes of art education regularly alternate from focus on pragmatic concerns (i.e. mastery of art skills in order to secure jobs) to more esoteric considerations (i.e. art as self-expression or cultural appreciation). However, certain ideological trends, innovative developments, societal circumstances, and politically motivated policies of the present, predict that fast-moving, extreme, deeply-rooted and long-lasting changes may be ahead. These will fundamentally affect our understanding of the very nature art education, as well as how it might be conceived and delivered to citizens in the future. Will there continue to be a place for art education in K-12 schools? If so, what will be the nature and purpose of this art education? How and in what context will it occur in schools and/or communities? What will comprise and what will be the end goals of a good ‘art education’? How and to what extent might art education be of importance to people in technologically advanced societies? How and to what extent might it be either intrinsically or extrinsically relevant to human beings and the natural world?
Dr. Marjorie Manifold, Spring 2015
EDUC-Z750 - Practicum in Art Education - The purpose of this doctoral practicum is to provide an opportunity for students to examine more deeply issues and practices related to teaching university-level art methods courses for elementary generalist teachers. The practicum will focus around an art methods course for students completing a certification and license program at the graduate level, Z501. As a group doctoral students in Z750 will critically examine and discuss readings for Z501 and a selection of readings related to underlying concepts in teaching these courses; collect and produce resources for future instructors of generalist art methods courses; attend and participate as presenters and “critical friends” in Z501; maintain reflective journals that interweave readings and class observations; and participate in data collection and transcription. Students will have an opportunity to participate in a project involving writing for publication related to this project.
Dr. Lara Lackey, Fall, 2014
EDUC-L 630 - Topics in Literacy, Culture, and Language Education - Critical Writing for Academic Purposes, is an ambitious course with three interlocking goals: 1) to acquaint you, to the extent possible in a semester, with the multiple rhetorical practices in an American research university; 2) to help you achieve greater fluency within the discourses you are likely to encounter during your graduate work; 3) to give you practice within the genres in which you will be working as you progress toward your degree or seek to publish.
Dr. Ray Smith, Fall, 2014
AADM Y515 - Financial Management For The Arts - This course is designed to provide you with the basic understanding and purpose of financial management in the non-for-profit organization. Finance is the art of managing an organization’s resources to bring about a desired set of outcomes. Financial management involves both planning and implementation. A nonprofit manager should be able to interpret and analyze both historical and current financial information and to prepare financial plans to ensure the effective operations of an organization. A key point in this course that will be continually emphasized is the fact that mission accomplishment of the organization is the single reason why the organization exits. Financial Management Supports and Enables Mission Accomplishment.
Stephanie Harbison, Spring 2015
AADM-Y500 - Arts Administration, Organizational Behavior Arts Management - A core component of the graduate program, the course is designed to provide an overview the arts as a system of related components, the universe of arts organizations, the issues that arts administrators face, and the areas of focus and specialization that are occupied by arts administrators. Most arts activities happen in an organizational context. If you’re on the management side, you are charged not only with making the arts events and exhibits happen, you are also doing the care and feeding of your organization. Organizations have different traditions, types, and personalities, and workers within them play differing roles and find varieties of ways to lead, to follow, to contribute, to innovate -- or to prevent all these good things from happening. We will learn about these issues and roles and techniques in addition to the introduction to the life of an arts administrator. Fall, 2014
EDUC-P540 - Learning & Cognition in Education - In this course, we will explore several different theoretical perspectives on learning, cognition, and cognitive development. As we will see, no single theory can account for all aspects of human learning and cognition. By looking at a variety of theories, we can identify a range of principles, perspectives, and tools that may be useful in understanding learning and teaching in a variety of contexts. Keep in mind that this course is essentially a survey of learning and cognition theories. While this means that there is a lot of ground to cover in a relatively short period of time, there are opportunities for you to delve deeper into personal areas of interest.
Michael Wilkerson, Summer, 2014
EDUC-Y521 - Methodological Approaches to Education Inquiry - This course offers an introduction to the purposes, means and meaning of educational research under a range of methodological approaches. The course is designed for doctoral students who are interested in engaging in educational inquiry and its aim is to help students to develop an understanding of the language of social science inquiry—that is, the language used to speak about the aims and uses of research, the various ways of framing research questions and designing studies, the procedures for generating, analyzing and interpreting both qualitative and quantitative data, and the overarching issue of the validity of research claims and generalizability. Ethical, theoretical and epistemological issues involved in conducting and reporting research are
also addressed and discussed. Finally, this course is also designed to provide students with an opportunity to become critical readers of research and to begin thinking about their own research projects.
Mary Ziskin, Spring 2014
EDUC-J500 - Instruction in Context of Curriculum - One of the main purposes of this class is to address the following questions as they are related to schooling: What knowledge is of most worth? What should schools teach? Who should decide? What criteria should be used? We will explore these questions and other questions from historical, sociological, philosophical and political perspectives. One goal of this exploration is to gain some understanding of the influences and forces that have shaped curriculum in the past and continue to influence decisions about curriculum. - Dr. Cary A. Buzzelli, Fall 2013
EDUC -J602 - Introduction to Curriculum Studies - This is the first semester of a two-course sequence for doctoral students in the Curriculum Studies Program. These courses introduce students to the norms, standards, practices, and conversations of the field, as well as to the program and wider university. Students will:
• Collaborate with fellow students in the Curriculum Studies Program
• Learn about requirements of the Curriculum Studies Program and School of Education
• Engage with faculty members in Curriculum Studies and other programs
• Explore the Indiana University environment and its resources
• Discuss common experiences of doctoral study
• Examine expectations for academic reading, writing, and discussion
Dr. Keith C. Barton, Fall 2013
J762 - Topical Seminar in Curriculum and Instruction Issues: Intensive study and discussion of current topics selected from the general area of curriculum and instruction. Areas might include teacher preparation, international perspectives, educational computing, or program assessment. Opportunities for participant inquiry from the specialized perspective of students enrolled. Dr. Mary McMullen, Fall 2013
Welcome to this topical seminar, during which we will address current issues relevant to the art education of youth in American schools and communities. The topic of this seminar was inspired by pressing changes in 20th century society and, consequently, in educational policies and practices relative to visual art education in K-12 schools. Many influences upon the field of art education are of a cyclical nature, insofar as ideas about the purposes of art education regularly alternate from focus on pragmatic concerns (i.e. mastery of art skills in order to secure jobs) to more esoteric considerations (i.e. art as self-expression or cultural appreciation). However, certain ideological trends, innovative developments, societal circumstances, and politically motivated policies of the present, predict that fast-moving, extreme, deeply-rooted and long-lasting changes may be ahead. These will fundamentally affect our understanding of the very nature art education, as well as how it might be conceived and delivered to citizens in the future. Will there continue to be a place for art education in K-12 schools? If so, what will be the nature and purpose of this art education? How and in what context will it occur in schools and/or communities? What will comprise and what will be the end goals of a good ‘art education’? How and to what extent might art education be of importance to people in technologically advanced societies? How and to what extent might it be either intrinsically or extrinsically relevant to human beings and the natural world?
Dr. Marjorie Manifold, Spring 2015
EDUC-Z750 - Practicum in Art Education - The purpose of this doctoral practicum is to provide an opportunity for students to examine more deeply issues and practices related to teaching university-level art methods courses for elementary generalist teachers. The practicum will focus around an art methods course for students completing a certification and license program at the graduate level, Z501. As a group doctoral students in Z750 will critically examine and discuss readings for Z501 and a selection of readings related to underlying concepts in teaching these courses; collect and produce resources for future instructors of generalist art methods courses; attend and participate as presenters and “critical friends” in Z501; maintain reflective journals that interweave readings and class observations; and participate in data collection and transcription. Students will have an opportunity to participate in a project involving writing for publication related to this project.
Dr. Lara Lackey, Fall, 2014
EDUC-L 630 - Topics in Literacy, Culture, and Language Education - Critical Writing for Academic Purposes, is an ambitious course with three interlocking goals: 1) to acquaint you, to the extent possible in a semester, with the multiple rhetorical practices in an American research university; 2) to help you achieve greater fluency within the discourses you are likely to encounter during your graduate work; 3) to give you practice within the genres in which you will be working as you progress toward your degree or seek to publish.
Dr. Ray Smith, Fall, 2014
AADM Y515 - Financial Management For The Arts - This course is designed to provide you with the basic understanding and purpose of financial management in the non-for-profit organization. Finance is the art of managing an organization’s resources to bring about a desired set of outcomes. Financial management involves both planning and implementation. A nonprofit manager should be able to interpret and analyze both historical and current financial information and to prepare financial plans to ensure the effective operations of an organization. A key point in this course that will be continually emphasized is the fact that mission accomplishment of the organization is the single reason why the organization exits. Financial Management Supports and Enables Mission Accomplishment.
Stephanie Harbison, Spring 2015
AADM-Y500 - Arts Administration, Organizational Behavior Arts Management - A core component of the graduate program, the course is designed to provide an overview the arts as a system of related components, the universe of arts organizations, the issues that arts administrators face, and the areas of focus and specialization that are occupied by arts administrators. Most arts activities happen in an organizational context. If you’re on the management side, you are charged not only with making the arts events and exhibits happen, you are also doing the care and feeding of your organization. Organizations have different traditions, types, and personalities, and workers within them play differing roles and find varieties of ways to lead, to follow, to contribute, to innovate -- or to prevent all these good things from happening. We will learn about these issues and roles and techniques in addition to the introduction to the life of an arts administrator. Fall, 2014
EDUC-P540 - Learning & Cognition in Education - In this course, we will explore several different theoretical perspectives on learning, cognition, and cognitive development. As we will see, no single theory can account for all aspects of human learning and cognition. By looking at a variety of theories, we can identify a range of principles, perspectives, and tools that may be useful in understanding learning and teaching in a variety of contexts. Keep in mind that this course is essentially a survey of learning and cognition theories. While this means that there is a lot of ground to cover in a relatively short period of time, there are opportunities for you to delve deeper into personal areas of interest.
Michael Wilkerson, Summer, 2014
EDUC-Y521 - Methodological Approaches to Education Inquiry - This course offers an introduction to the purposes, means and meaning of educational research under a range of methodological approaches. The course is designed for doctoral students who are interested in engaging in educational inquiry and its aim is to help students to develop an understanding of the language of social science inquiry—that is, the language used to speak about the aims and uses of research, the various ways of framing research questions and designing studies, the procedures for generating, analyzing and interpreting both qualitative and quantitative data, and the overarching issue of the validity of research claims and generalizability. Ethical, theoretical and epistemological issues involved in conducting and reporting research are
also addressed and discussed. Finally, this course is also designed to provide students with an opportunity to become critical readers of research and to begin thinking about their own research projects.
Mary Ziskin, Spring 2014
EDUC-J500 - Instruction in Context of Curriculum - One of the main purposes of this class is to address the following questions as they are related to schooling: What knowledge is of most worth? What should schools teach? Who should decide? What criteria should be used? We will explore these questions and other questions from historical, sociological, philosophical and political perspectives. One goal of this exploration is to gain some understanding of the influences and forces that have shaped curriculum in the past and continue to influence decisions about curriculum. - Dr. Cary A. Buzzelli, Fall 2013
EDUC -J602 - Introduction to Curriculum Studies - This is the first semester of a two-course sequence for doctoral students in the Curriculum Studies Program. These courses introduce students to the norms, standards, practices, and conversations of the field, as well as to the program and wider university. Students will:
• Collaborate with fellow students in the Curriculum Studies Program
• Learn about requirements of the Curriculum Studies Program and School of Education
• Engage with faculty members in Curriculum Studies and other programs
• Explore the Indiana University environment and its resources
• Discuss common experiences of doctoral study
• Examine expectations for academic reading, writing, and discussion
Dr. Keith C. Barton, Fall 2013
J762 - Topical Seminar in Curriculum and Instruction Issues: Intensive study and discussion of current topics selected from the general area of curriculum and instruction. Areas might include teacher preparation, international perspectives, educational computing, or program assessment. Opportunities for participant inquiry from the specialized perspective of students enrolled. Dr. Mary McMullen, Fall 2013