According to internal emails and individuals involved in the overhauling of the curriculum, new courses have been developed and taught by graduate students with little guidance by their superiors, and a crucial course on how to assess students' reading ability was done away with, replaced with another diversity class.
The plan was to reorganize five existing courses into a four-course block that would "prepare our teacher candidates with the skills and knowledge to teach reading and language arts within the framework of a child's background of experience, ethnicity, language, and culture," according to the initial proposal in 2013.
In a letter dated May 8 addressed to John Bertot, associate provost for faculty affairs, and Benjamin Bederson, associate provost of learning initiatives and executive director of the Teaching and Learning Transformation Center, five soon-to-be graduates wrote they were "worried that we are not completely prepared for the coming fall when we take over our own classrooms."
"Over the past two years most of our elementary education professors have not practiced the things that they have preached to us. They have told us that teaching is not just skin deep," wrote the students. "However, we feel as though their courses are unhelpful and very flimsy. Two years have gone by and we have learned the same topics over and over again."
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