College of Education

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Curtis Mason

Key Professional Appointments

  • Teaching Associate Professor, Education Policy, Organization and Leadership, University of Illinois, Urbana-Champaign
Publications

Mason, C. (2022). 2021 Presidential Address: Organization of Educational Historians. Maintaining a Critical Perspective: Reconciling the Weight(wait) of the Present with the Future of Digital Humanities Research in the History of Education. American Educational History Journal, 49(1), 1-10.

Mason, C. (2020). The National Council of Teachers of English and Cold War Education Policies. (PEA Series). Information Age Publishing Inc.

Mason, C. (2019). Superintendent James Greenwood and Teacher Training Programs in the Kansas City, Missouri School District. American Educational History Journal, 46(1), 43-54.

Mason, C. (2018). What’s Next for Students Who Finish Their Work Early? Go to MARS! New Teacher Advocate, 25(3), 14.

Mason, C. (2015). Project English: Cold War Paradigms and the Teaching of Composition. In L. Ostergaard, & H. Rix Wood (Eds.), In the Archives of Composition: Writing and Rhetoric in High Schools and Normal Schools (pp. 206-222). University of Pittsburgh Press.

Courses

EDUC 201: Identity and Difference in Education (EDUC 201) Focuses on the role of identity in schooling and the way in which identity is socially constructed. Examine how power and privilege impact equity and opportunities based on socially constructed identities such as race, social class, gender, sexual identity, language, (dis)ability, and nationalism. Explore asset-based frameworks that are identity affirming and counter deficit-based perspectives. This course is designed for students interested in reflecting on their own experiences as learners by critically examining their socially constructed identities and "ways of knowing" and the societal implications of these experiences. It is also for those considering careers in teaching, and anyone interested in reflecting on how issues of inclusion, exclusion, power, and privilege play out in education.

EOL 585: College Teaching (EOL 585) Scholarly approach to curriculum and pedagogy at the college level: instructional methods, active and cooperative learning, technology-enhanced teaching, evaluation and assessment, faculty roles and responsibilities. Same as EPOL 554. 4 graduate hours. No professional credit.

EPOL 201: Foundations of Education (EPOL 201) Studies some of the problems of formulating and justifying aims and policies in American education, of designing and systematizing the curriculum, of organization and social context of the public school system, and of the teaching-learning process; examined in terms of perspectives provided by social philosophy, history, sociology, and philosophy of education.

EPOL 202: Foundations of Education-ACP (EPOL 202) Course is identical to EPS 201 except for the additional writing component.

EPOL 412: Politics of Education (EPOL 412) Overview of the political structure and processes through which many of the major issues in education are treated; analyzes nature of the policymaking process in education and discusses the roles of principal participants in the process of educational decision making, but focuses on fundamental recurring issues in education and the ways these issues have been resolved or not resolved by the overall system. Particular attention to the role that both the federal and state judiciary as well as legislative authority have had in shaping educational policy.

EPOL 554: College Teaching (EPOL 554) Scholarly approach to curriculum and pedagogy at the college level: instructional methods, active and cooperative learning, technology-enhanced teaching, evaluation and assessment, faculty roles and responsibilities.

EPS 201: Foundations of Education (EPS 201) Studies some of the problems of formulating and justifying aims and policies in American education, of designing and systematizing the curriculum, of organization and social context of the public school system, and of the teaching-learning process; examined in terms of perspectives provided by social philosophy, history, sociology, and philosophy of education. Same as EPOL 201.

EPS 202: Foundations of Education-ACP (EPS 202) Course is identical to EPS 201 except for the additional writing component. Same as EPOL 202. Credit is not given for both EPS 202 and EPS 201. Prerequisite: Completion of campus Composition I general education requirement.

EPS 423: Politics of Education (EPS 423) Overview of the political structure and processes through which many of the major issues in education are treated; analyzes nature of the policymaking process in education and discusses the roles of principal participants in the process of educational decision making, but focuses on fundamental recurring issues in education and the ways these issues have been resolved or not resolved by the overall system. Particular attention to the role that both the federal and state judiciary as well as legislative authority have had in shaping educational policy. Same as EPOL 412. 3 undergraduate hours. 4 graduate hours.