RACE AND LANGUAGE IN STEM AND ENVIRONMENTAL EDUCATION

Prerequisites & course information

Requisites: Sophomore standing Course Designation: Core GenEd - Civics & Perspectives Ethnic St - Ethnic Studies Breadth - Social Science Level - Intermediate L&S Credit - L&S Liberal Arts and Science Grad 50% - Counts toward 50% graduate coursework requirement Repeatable for Credit: No Learning Outcomes: 1. Articulate how the past has affected present day circumstances regarding race/ethnicities and related inequities in the U.S., with a focus on histories of science, mathematics, and environmental education in relation to colonial, racializing, linguistic, and curricular hierarchies. Audience: Undergraduate 2. Demonstrate self-awareness and empathy toward the cultural perspectives and worldviews of others by analyzing how students, educators, or community activists have contested hierarchies of science, mathematics, or environmental education and repurposed pedagogies toward aims of linguistic, racial, or environmental justice. Audience: Undergraduate 3. Critically evaluate contemporary media (e.g., film) related to STEM or environmental education and draw upon raciolinguistic, Chicane/Latine, or post/de/anticolonial perspectives. Audience: Both Grad & Undergrad 4. Synthesize course concepts by investigating and developing a critical contribution to contemporary dialogue concerning issues of racial, linguistic, educational and/or environmental justice. Audience: Undergraduate 5. Recognize and appraise the histories of science, mathematics, and environmental education in relation to colonial, racializing, linguistic, and curricular hierarchies Audience: Graduate 6. Analyze how students, educators, or community activists have contested hierarchies of science, mathematics, or environmental education and repurposed pedagogies toward aims of linguistic, racial, or environmental justice Audience: Graduate 7. Demonstrate graduate-level research knowledge of raciolinguistic perspectives, Chicane/Latine Studies, or post/de/anticolonial theories in STEM or environmental education. Audience: Graduate Learning Outcomes: 1. Articulate how the past has affected present day circumstances regarding race/ethnicities and related inequities in the U.S., with a focus on histories of science, mathematics, and environmental education in relation to colonial, racializing, linguistic, and curricular hierarchies. Audience: Undergraduate 2. Demonstrate self-awareness and empathy toward the cultural perspectives and worldviews of others by analyzing how students, educators, or community activists have contested hierarchies of science, mathematics, or environmental education and repurposed pedagogies toward aims of linguistic, racial, or environmental justice. Audience: Undergraduate 3. Critically evaluate contemporary media (e.g., film) related to STEM or environmental education and draw upon raciolinguistic, Chicane/Latine, or post/de/anticolonial perspectives. Audience: Both Grad & Undergrad 4. Synthesize course concepts by investigating and developing a critical contribution to contemporary dialogue concerning issues of racial, linguistic, educational and/or environmental justice. Audience: Undergraduate 5. Recognize and appraise the histories of science, mathematics, and environmental education in relation to colonial, racializing, linguistic, and curricular hierarchies Audience: Graduate 6. Analyze how students, educators, or community activists have contested hierarchies of science, mathematics, or environmental education and repurposed pedagogies toward aims of linguistic, racial, or environmental justice Audience: Graduate 7. Demonstrate graduate-level research knowledge of raciolinguistic perspectives, Chicane/Latine Studies, or post/de/anticolonial theories in STEM or environmental education. Audience: Graduate