As members of an inquiry community, participants challenge traditional notions of research. Participants learn to design and implement structured inquiry. Participants reflect on the implications of equity and social justice for structured inquiry, classroom practice, and their capstone proposals. Each participant develops and owns a critical question and drafts a capstone proposal.

All policy decisions are courses of action that provide teachers with opportunities to improve teaching and learning. Participants will learn about the importance of using a systematic process to collect data, analyze problems and design policy initiatives, which may be at the classroom, department, school, district, state, or federal level.

Participants increase their reflection skills through dialogue, writing, and examination of their personal beliefs about teaching and learning. They learn about and practice building community with class colleagues and in their workplaces. They explore how knowledge is constructed individually and socially.

As members of an inquiry community, participants challenge traditional notions of research. Participants learn to design and implement structured inquiry. Participants reflect on the implications of equity and social justice for structured inquiry, classroom practice, and their capstone proposals. Each participant develops and owns a critical question and drafts a capstone proposal.

Participants examine education through an equity and social justice lens. Using critical cultural studies and multicultural education as theoretical frameworks, participants collaboratively investigate ways in which racism, sexism, classism, heterosexism, ageism, and other forms of discrimination permeate educational policy and practice. Participants consider what individuals and communities can do to ensure that all students have equitable educational opportunities.