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Learn to become an effective Learning Assistant (aka undergraduate teaching assistant) through hands-on experience with proven teaching methods and learning theories. You'll work on developing essential skills like facilitating peer learning, providing constructive feedback, and creating welcoming classroom environments where all students can thrive. Through interactive discussions and real-world practice, you'll build your confidence as an educational leader. You'll engage with insightful readings, observe experienced instructors, reflect on your growth, and complete practical projects that prepare you to support undergraduate learning across any discipline. Whether you're specifically interested in becoming a Learning Assistant or want to develop valuable teaching and leadership skills, this course will equip you with the tools you need to succeed.

Do adults learn differently than do youth? This experiential and community-engaged course is for anyone interested in planning and facilitating adult, community and lifelong learning. As inquirers ourselves, we not only study principles, theories and methods, we also put into practice what we learn. One of the ways we do this is by incorporating adult learning approaches within the seminar's design and educational practice (andragogy, rather than pedagogy). Another way we apply what we study is by mentoring adult learners. Each student serves as a learning partner to a Cornell employee who is pursuing an educational aim. A journey of mutual learning is a satisfying and meaningful adventure. As employees' partners, we are co-learners and co-educators, recognizing that each person has knowledge and experience to bring to the quest.

In Designing and Facilitating Learning for Development, we see commonalities across a variety of venues and settings where people meet together to learn, deliberate, and act. From professional development to social change and town hall to union hall, adult and community learning is everywhere. Yet, for many, the design and facilitation of meaningful learning experiences can be as mysterious as an unopened black box. How does one go about creating inclusive educational and participative experiences in our increasingly interconnected contexts? In this course we open the box and unpack the processes of crafting and conducting collaborative learning experiences. In developing our abilities as ethical leaders of learning and action we serve the growth of others even as we deepen our practice.Expected workload of approximately 3 hours per week during the FLD (field) portion of this course.

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 nonformal 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.

Intergroup dialogue is a form of communication specifically designed for people to engage with one another across social, cultural, and power differences in a critical and meaningful way. This class prepares students to live and work in a diverse world, and educates them in making choices that advance equity. Its main objectives are to: explore our human capacity and need to connect with ourselves and others; increase understanding of personal and social identities and how they inform our lives; explore the effects of social inequity at personal, interpersonal, and structural levels (including the ways in which it disrupts human connection); develop students' skills to communicate, work, and lead effectively across difference; and strengthen individual and collective capacities to strategize for change on campus and beyond.

This course aims to explore and answer a single question about America's promise-of success if you work hard and do well in school: Why do we have such substantial and long-standing inequality in the U.S.? In answering this central question, we will investigate the goals, roles, and outcomes of formal educational institutions in American society and the legal and policy environment in which they operate. Specifically, we will review historical state and federal policy, trace the $700 million spent, and interrogate the sociological functions of public and private K12 schools, including the successes, failures, and enigmas of school organization and policy at the local, state, and national level.

Educational psychology is the application of psychological principles and concepts to cases of teaching and learning. We study behavioral, cognitive, embodied, and social-cultural perspectives on learning and thinking, and we use them in planning and reflecting on weekly fieldwork outside the classroom. In the process, we become more mindful and skilled learners ourselves and better facilitators of others' learning. *Both the Fall 2025 and Spring 2026 courses will focus on educational psychology as it relates to PreK-Adult learners; however, Fall fieldwork experiences will be with learners across the PreK-Adult spectrum; Spring fieldwork experiences will be with adult learners ONLY.

The school-to-prison track refers to policies and practices that facilitate the transfer of students out of the school system and into the prison system (including juvenile detention, county jail, immigration detention centers, or adult prison). This course takes a critical analytical look at the intersections of the prisons and schooling, emphasizing pedagogy, history and policy.

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.

This course explores research on race, ethnicity and language in American education. It examines historical and current patterns of school achievement for minoritized youths. It also examines the cultural and social premises undergirding educational practices in diverse communities and schools. Policies, programs and pedagogy, including multicultural and bilingual education, are explored.

Course is designed to explore strategies and instruction across three aspects of adult education: the Cooperative Extension Service as a structured delivery vehicle, outreach in more informal and non-traditional formats, and college instruction as a formal structure to deliver technical expertise. The intent is to develop a program to meet our target audience, then implement a plan that successfully meets the needs and expectations of instructor and participants alike.

Students complete learning and skills development in GMAW and Mig welding and identification/handling of metals. Skills developed can lead toward instructional opportunities in agricultural sciences as well. This course is taught at Tompkins, Seneca, Tioga (TST) BOCES in Ithaca, NY.

When educators teach English to speakers of other languages, what assumptions do they often bring, about learners' goals, abilities, and backgrounds, and about the language-learning process? Which versions of English are often valued more highly in TESOL programs and materials? How can we create opportunities for English-language learning, while also recognizing the knowledge that learners already hold? Through reflections on readings, simulations, and weekly fieldwork, students will deepen their understanding of what it means to teach English to non-native speakers. Students will analyze and apply TESOL methodologies and receive feedback on their lesson planning and delivery in order to strengthen their teaching practice. Participants will learn from each other's situated experiences and increase their awareness of issues involved in global migrations and language learning.

Running shoes are not required, yet we are in training for a marathon. In this course we're enhancing our knowledgebase, toolbox, and collective leadership as we take up a contest unprecedented in human history - inclusive and just sustainability. Part race against the clock, part design challenge and part performance test, Team Humanity needs all of us to be informed, prepared, and in the game. Having teammates to train with nudges us to keep going as we learn with and from partners, communities and action leaders in this grand challenge. We examine five major concepts and explore their mutual generativity as we look for leverage points of system change: just sustainability; lifelong learning; place; learning ecosystems and social competencies for collective leadership and learning.

This seminar examines public schools and other educational spaces as sites where knowledge, learning, learner, and identities are produced and contested. It explores how power and cultural norms work in educational settings, and the unintended teaching and learning that happens outside the purported curriculum. Topics include issues of multiculturalism and pluralism in schools and society, the school achievement of racial and ethnic minorities, youth cultures and identities, and literacy in adult learning spaces. This course is for students interested in the advanced study of multicultural schooling and education.

This seminar explores the educational lives and schooling experiences of women and girls through ethnographies conducted in the U.S. and different regions of the world. Drawing on the anthropology of education, and decolonial and transnational feminist theories, we explore how girls and women construct ways of knowing through prisms of gender, sexuality, race, ethnicity, class, nation, and citizenship. We examine how gendered-racialized discourses of development, and state sanctioned forms of structural violence, frame their educational experiences and opportunities. In turn, we consider girls and young women as active learners and pedagogues who craft their own lives and literacies across borders and diverse spaces of home, school, and community. Lastly, we interrogate what is feminist in ethnographic representations and identify the possibilities for liberatory pedagogies.

What are the aims of schooling? How are those aims to be achieved? Can Artificial Intelligence be a 'teacher'? What interests guide the formation of educational aims? Questions such these are central to the formulation and reformulations of philosophy of education as they name topics like educational authority, virtues, curricular standards and the social/technological contexts of schooling among others. Drawing from both canonical and contemporary texts and their critics, this course provides an opportunity to analyze and interpret philosophies of education in the changing contexts of 21st century educational policy, neuroscience and technology and ongoing social, environmental and economic injustices.

This course examines Latinx education in comparative perspective, with a focus on transnational communities and cross-border movements that link U.S. Latinx education with Latin American education. We ask: how do legacies of colonialism and empire shape the education of Latinx and Latin American communities? How are race, language, gender, cultural and national identity, and representation negotiated in schools? Drawing on ethnographic studies of education in and out of school, we explore how families and youths create knowledge, do literacy, and respond to cultural diversity, displacement, migration, and inequality. Throughout, we inquire into the potential for a decolonial and transformative education.

Through theoretical and experiential learning, students in EDUC 4826 will further develop knowledge and skills gained in EDUC 2610 for leadership across social, cultural, and political differences. Through weekly seminar sessions, students gain a working knowledge of scholarly literature drawn from the fields of critical intergroup dialogue, practice theory, social identity theory, and social justice education. Students learn about the theories and empirical evidence on why and how communication and collaboration across difference work. Moreover, through unique experiential learning opportunities in the classroom, students practice communication and collaboration across difference, as well as facilitation skills fundamental to leading intergroup dialogue processes.

The department teaches trial courses under this number. Offerings 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.

On-the-job learning experience under the supervision of professionals in a cooperating organization. A learning contract is written between the faculty supervisor and students, stating the conditions of the work assignment, supervision, and reporting. All 4960 internship courses must adhere to the CALS guidelines at cals.cornell.edu/academics/student-research/internship.

A 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.

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.

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.

Running shoes are not required, yet we are in training for a marathon. In this course we're enhancing our knowledgebase, toolbox, and collective leadership as we take up a contest unprecedented in human history- inclusive and just sustainability. Part race against the clock, part design challenge and part performance test, Team Humanity needs all of us to be informed, prepared, and in the game. Having teammates to train with nudges us to keep going as we learn with and from partners, communities and action leaders in this grand challenge. We examine five major concepts and explore their mutual generativity as we look for leverage points of system change: just sustainability; lifelong learning; place; learning ecosystems and social competencies for collective leadership and learning.

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.

Course is designed to explore strategies and instruction across three aspects of adult education: the Cooperative Extension Service as a structured delivery vehicle, outreach in more informal and non-traditional formats, and college instruction as a formal structure to deliver technical expertise. The intent is to develop a program to meet our target audience, then implement a plan that successfully meets the needs and expectations of instructor and participants alike. The graduate level option will incorporate workshop, outreach, and instructional presentations developed from the grad student's area of expertise. A unit plan of instruction will also be developed.

This course aims to explore and answer a single question about America's promise-of success if you work hard and do well in school: Why do we have such substantial and long-standing inequality in the U.S.? In answering this central question, we will investigate the goals, roles, and outcomes of formal educational institutions in American society and the legal and policy environment in which they operate. Specifically, we will review historical state and federal policy, trace the $700 million spent, and interrogate the sociological functions of public and private K12 schools, including the successes, failures, and enigmas of school organization and policy at the local, state, and national level.

What are the aims of schooling? How are those aims to be achieved? Can Artificial Intelligence be a 'teacher'? What interests guide the formation of educational aims? Questions such these are central to the formulation and reformulations of philosophy of education as they name topics like educational authority, virtues, curricular standards and the social/technological contexts of schooling among others. Drawing from both canonical and contemporary texts and their critics, this course provides an opportunity to analyze and interpret philosophies of education in the changing contexts of 21st century educational policy, neuroscience and technology and ongoing social, environmental and economic injustices.

For study that predominantly involves collection and analysis of research data.

This seminar examines public schools and other educational spaces as sites where knowledge, learning, learner, and identities are produced and contested. It explores how power and cultural norms work in educational settings, and the unintended teaching and learning that happens outside the purported curriculum. Topics include issues of multiculturalism and pluralism in schools and society, the school achievement of racial and ethnic minorities, youth cultures and identities, and literacy in adult learning spaces. This course is for students interested in the advanced study of multicultural schooling and education.

This seminar explores the educational lives and schooling experiences of women and girls through ethnographies conducted in the U.S. and different regions of the world. Drawing on the anthropology of education, and decolonial and transnational feminist theories, we explore how girls and women construct ways of knowing through prisms of gender, sexuality, race, ethnicity, class, nation, and citizenship. We examine how gendered-racialized discourses of development, and state sanctioned forms of structural violence, frame their educational experiences and opportunities. In turn, we consider girls and young women as active learners and pedagogues who craft their own lives and literacies across borders and diverse spaces of home, school, and community. Lastly, we interrogate what is feminist in ethnographic representations and identify the possibilities for liberatory pedagogies.

This course examines Latinx education in comparative perspective, with a focus on transnational communities and cross-border movements that link U.S. Latinx education with Latin American education. We ask: how do legacies of colonialism and empire shape the education of Latinx and Latin American communities? How are race, language, gender, cultural and national identity, and representation negotiated in schools? Drawing on ethnographic studies of education in and out of school, we explore how families and youths create knowledge, do literacy, and respond to cultural diversity, displacement, migration, and inequality. Throughout, we inquire into the potential for a decolonial and transformative education.