CUIN 3302: Social Education
1. About CUIN 3302
CUIN 3302: Social Education explores contemporary educational issues through local and global perspectives, with an emphasis on social justice and culturally responsive teaching.
The course examines critical and sometimes controversial topics in education. Through readings, reflection, and discussion, students consider how these issues affect them, their future students, and the broader educational community.
- Course format: Face-to-face
- Class time: Wednesdays, 1:00 PM–4:00 PM
- Class location: M 1025
- Credits: 3
- Prerequisite: Admission to the Teacher Education Program
- Semester: Fall 2026
2. What Do Students Learn in CUIN 3302?
Students develop a deeper understanding of contemporary educational issues and learn to approach difficult conversations with reflection and openness.
By the end of the course, students should be able to:
- Discuss uncomfortable topics from multiple perspectives.
- Understand educational issues from the student’s point of view.
- Reflect on their own position and beliefs about education.
- Examine how social and community issues affect students and education professionals.
- Engage thoughtfully in discussions about critical issues in contemporary education.
3. Main Topics Covered
The course focuses on critical and controversial issues in education, explored through readings, book discussions, personal reflection, and classroom conversations.
| Topic | What It Covers |
|---|---|
| Social Justice in Education | Exploring educational issues through a social justice perspective. |
| Culturally Responsive Teaching | Considering how teaching and learning relate to different communities and perspectives. |
| Race and Social Hierarchies | Examining racial inequality, discrimination, and social structures. |
| Poverty and Housing | Exploring poverty, housing instability, and their effects on communities. |
| Bullying and Empathy | Understanding bullying, intervention, character, and empathy. |
| Student Perspectives | Reflecting on how educational issues affect students and their experiences. |
| Professional Identity | Examining personal beliefs and responsibilities as a future educator. |
| Local and Global Communities | Investigating educational issues within broader community and societal contexts. |
These themes are explored through the course readings and discussions rather than through a fixed list of separate subject units.
4. Course Structure
CUIN 3302 combines individual reflection projects, in-person discussions, online discussions, book groups, and professional development activities.
Four major components support student learning and assessment:
- Professional attributes: Demonstrating preparedness, punctuality, respectful communication, and responsibility.
- Reflective projects: Completing three reflection projects and using partner feedback to improve over time.
- Class participation: Contributing to discussions about readings, educational issues, and personal experiences.
- Book group discussions: Reading an assigned book and participating in five group discussions, including facilitating at least one meeting.
The course emphasizes active engagement. Students are expected to complete readings, contribute meaningfully to conversations, and reflect on their development as future educators.
5. Assignments and Assessments
Reflective Projects
Students complete three reflection projects during the semester. Each project connects course topics, readings, discussions, and personal experiences.
Students work with a partner to provide feedback throughout the process. Individual projects do not receive separate grades; instead, the instructor evaluates the growth demonstrated across all three projects through a growth assessment reflection.
Instructions, expectations, and grading rubrics are available on Canvas.
Class Participation
Participation is a significant part of the course grade. Students are expected to:
- Arrive on time and prepared.
- Remain present throughout the class.
- Respond to questions.
- Participate in full-class and small-group discussions.
- Use readings and multiple sources to support discussion contributions.
Class participation is assessed using a rubric that distinguishes excellent, proficient, and needs-improvement performance.
Book Group Discussions
Students participate in five book group discussions during the semester. Each discussion lasts approximately 20 minutes and takes place at the beginning or end of a class session.
Students must complete the assigned reading and actively contribute using examples from the book. Each student is also required to facilitate at least one discussion, depending on group size.
Discussion facilitators must:
- Prepare five open-ended questions based on the assigned reading.
- Upload the questions to Canvas by 5:00 PM on the day before the meeting.
- Keep the discussion focused and encourage meaningful participation.
The book group rubric evaluates both participation and facilitation.
Online Discussions
Online discussions require students to respond to all questions in the original post using evidence from the readings.
Students must also ask a critical question to two different classmates and respond to a question left on their own post.
The online discussion rubric allocates points as follows:
| Requirement | Points |
|---|---|
| Answer all questions using reading evidence | 4 |
| Ask a critical question to two classmates | 4 |
| Respond to a question left on the student’s post | 2 |
| Total | 10 |
Professional Attributes
Professional attributes reflect the conduct and responsibilities expected of students preparing to enter the teaching profession.
Students are evaluated on:
- Preparedness and punctuality.
- Completion of assignments and participation in the feedback process.
- Respectful communication with classmates and the instructor.
- Notifying the instructor when they expect to miss or arrive late to class.
The professional attributes rubric assigns points across these areas, with a total of 50 points.
6. Grading and Evaluation
The syllabus describes several assessment rubrics and participation requirements, but the provided material does not include a complete course-wide grading breakdown showing the percentage or total points assigned to every major component.
The following rubric totals are specified:
| Assessment or Rubric | Points or Grading Information |
|---|---|
| Class meeting participation | 10–15 points per class meeting; 150 points total |
| Book group discussions | Up to 5 points per discussion |
| Online discussions | 10 points per discussion |
| Professional attributes | 50 points total |
| Reflective projects | Growth assessed across all three projects |
Because the complete grading structure is not shown in the provided syllabus text, students should consult Canvas for the full course grade calculation and assignment-specific expectations.
7. Readings and Learning Materials
Readings connected to class discussions are provided in the daily course modules. Students also select one book for book group discussions near the end of the first class. Book group places are limited, so students are encouraged to have several options.
The listed books are:
- Caste: The Origins of Our Discontents – Isabel Wilkerson
Examines social hierarchies and caste systems, drawing comparisons between the United States, India, and Nazi Germany. The book explores the historical roots and continuing effects of racial divisions and discrimination.
- Citizen: An American Lyric – Claudia Rankine
Explores everyday racial aggression and its cumulative effects through essays, images, and poetry. The book considers how racism shapes belonging, identity, and everyday experiences.
- Evicted: Poverty and Profit in the American City – Matthew Desmond
Follows families experiencing housing insecurity in Milwaukee, Wisconsin, and examines how eviction, rising rents, and limited affordable housing contribute to poverty and instability.
8. Course Discussions and Learning Activities
Discussions are central to CUIN 3302. Students engage with educational issues using course readings, personal experiences, and different perspectives.
Activities include:
- In-person class discussions.
- Small-group conversations.
- Book group meetings.
- Online discussions.
- Reflection and peer feedback.
- Application of ideas to the experiences of students, communities, and education professionals.
Students are expected to listen respectfully and engage with viewpoints they may not personally agree with.
9. Skills Developed
CUIN 3302 supports the development of skills relevant to teaching and professional practice.
- Critical thinking: Examining complex educational issues from multiple perspectives.
- Reflective practice: Considering personal beliefs and how they influence teaching.
- Empathy: Understanding student experiences and the perspectives of others.
- Communication: Expressing ideas and participating in thoughtful discussions.
- Professionalism: Demonstrating preparedness, punctuality, responsibility, and respect.
- Collaborative learning: Working with peers through book groups and feedback activities.
- Evidence-based discussion: Using readings and other sources to support arguments and questions.
- Social awareness: Understanding how community and societal issues relate to education.
10. What Should Students Expect?
Students should expect a discussion-oriented course that requires active participation, consistent reading, and personal reflection.
Some topics may be uncomfortable or controversial. The course encourages students to consider different perspectives and reflect on their own positions rather than simply accept familiar assumptions.
Book group discussions require students to read assigned sections in advance and contribute actively. Students who facilitate discussions must prepare questions and guide conversations. Reflection projects also require ongoing effort, including giving and receiving feedback.
Professional behavior is an important part of the course. Attendance, punctuality, respectful communication, assignment completion, and notifying the instructor about absences or lateness all contribute to the professional attributes assessment.
