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This seminar-cipher considers the prospect of ¿Hip Hop as a Universal Language.¿ Hip Hop Culture has captured the minds of youth "all around the world, from Japan to Amsterdam" (like the homie Kurupt says), shaping youth identities, styles, attitudes, languages, fashions, and both physical and political stances. The field of global Hip Hop studies has emerged as scholars around the world grapple with what is arguably the most profound cultural, musical, and linguistic youth movement of the early 21st century. nnParticipants in this seminar-cipher will be engaged in critical discussions around a particular constellation of concerns: Hip Hop Cultures, youth identities, the politics of language, race, and ethnicity, and the simultaneous processes of globalization and localization. Through the examination of various texts (scholarly readings, documentary films, guest speakers and artists), we span the Global Hip Hop Nation ¿ through scenes as diverse as Hong Kong¿s urban center, Germany¿s Mannheim inner-city district of Weststadt, the Brazilian favelas, the streets of Lagos and Dar es Salaam, and the hoods of the San Francisco Bay Area ¿ to explore Hip Hop¿s global linguistic flows.

Have you ever engaged in a conversation with someone who sounds different than you expect? This course explores instances like those that highlight the interaction between language and identity and its implications for learning. The theme of language and identity emerges as significant because of the subtle yet powerful impact it has on our cultural interactions. We have an inherent expectation of how we expect people to communicate. Yet, do these expectations interfere with teaching and learning practices? Many individuals take seminars and classes that focus on teaching professional modes of communication and discourse. This course will offer a detailed examination of scholarship that investigates the power of the subtle messages embedded in language. In addition, to gain a sense of the power of these interactions in practice, we will engage in the following research activities: (a) Participants will engage in school site visits to examine these interactions in practice; (b) Participants will engage in critical interviews of broadcasters at a local television station to discuss the role of language and identity in their presentation; and (c) We will visit a recording studio to discuss the role of language and identity with local hip-hop producers and artists.

The purpose of this course is to explore the role of the arts in 21st century education through readings, discussions, and meeting practitioners and researchers in the field. Students are expected to contribute to discussions on readings, lead one class session based on a topic of interest, observe and interview an arts education practitioner, and create a final project, to be published or broadcast, that presents a convincing and cohesive argument for the arts in education. We will also host a panel of practitioners, researchers, and policy-makers at the end of the quarter.

Can you imagine going on state without memorizing any lines, knowing that absolutely anything could happen, and you're going to have to deal with it? Teachers do this every day! In this class, we will play theatrical games as an applied introduction to active learning in the classroom, effective leadership, and the psychology of creativity, effective group work, and emotional intelligence. Challenge and expand yourself; learn how to use improv to challenge and develop others when you are the leader or educator. Preference to students without significant theater or drama experience.

For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience.

Education and Society Theme (EAST) House seminar. In fall quarter, faculty from around the University discuss the latest issues and research related to education. In winter quarter, current issues in international and comparative education, particularly in developing countries, are explored. In the spring, the seminar revolves around race and ethnicity, political activism, and higher education. Through an examination of these topics, students are able to share and develop their varied interests in educational research, policy, and practice.

Education and Society Theme (EAST) House seminar. In fall quarter, faculty from around the University discuss the latest issues and research related to education. In winter quarter, current issues in international and comparative education, particularly in developing countries, are explored. In the spring, the seminar revolves around race and ethnicity, political activism, and higher education. Through an examination of these topics, students are able to share and develop their varied interests in educational research, policy, and practice.

Education and Society Theme (EAST) House seminar. In fall quarter, faculty from around the University discuss the latest issues and research related to education. In winter quarter, current issues in international and comparative education, particularly in developing countries, are explored. In the spring, the seminar revolves around race and ethnicity, political activism, and higher education. Through an examination of these topics, students are able to share and develop their varied interests in educational research, policy, and practice.

This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.