Educational issues surround us and influence our development as a society. Whether entering the field of education, or considering another field, students will encounter educational issues throughout their careers. They cut across disciplines.
The UC Davis Undergraduate Courses in Education are designed to inform and engage students in an exploration of many of these issues. Students have opportunities to work in diverse educational settings and examine their views with their peers and professors. The UC Davis Minor in Education requirements will prepare future leaders to be knowledgeable about the everyday educational issues they will encounter as educators, researchers, policymakers, business leaders, parents, and citizens.
The UC Davis School of Education welcomes students from all majors. In addition, UC Davis students who minor in Education are a part of a growing community of leaders in education. We urge you to consider joining our community.
The UC Davis School of Education is committed to developing informed citizens and advocates for productive and powerful educational environments in a democratic and ever-changing society. Specific elements of this commitment to undergraduate education include:
Educating students to be critical participants in and creators of educational contexts—formal and non-formal—that are powerful for all learners.
Recruiting thoughtful and creative individuals into the educational profession as educators, researchers, and/or policy makers.
Promoting the value of diversity in strengthening learning environments and our society.
The School of Education is committed to offering a broad range of undergraduate course offerings targeted toward the needs and interests of all undergraduate students, as well as those who minor in education.
I research the relationship between students’ everyday uses of language (English and Spanish) and their engagement in school-based uses of language and literacy. Some schools identify bilingual adolescents as “limited” in their English proficiency even though they use sophisticated literacy repertoires outside of school; other learners are deemed ”fluent” in English but still struggle with the language and literacy demands of their academic coursework.