https://aurora.auburn.edu/handle/11200/44224 2026-04-24T10:57:05Z https://aurora.auburn.edu/handle/11200/50766 Shaping a Path Forward: Critical Approaches to Civic Education in Tumultuous Times The purpose of this chapter is to offer an exploration of civic education by focusing on its emancipatory potential in a democratic society. It highlights a suite of critical approaches to civic education that can inform our understanding and practice of democracy, liberation, and struggle. In particular, this chapter enacts Freire’s notion of dialogue as a pathway for civic education that challenges the status quo and transforms society to be more just for all. It focuses on the educational, social, and political imperative to develop a critical consciousness among citizens in tumultuous times characterized by threats to the common good. https://aurora.auburn.edu/handle/11200/50764 The Power of Interest: Connecting the Real World to the Finance Classroom This study examines how the incorporation of a project utilizing real- world financial data from the Bloomberg Professional Service affects student engagement in an introductory finance course. This mixed methods study demonstrates that the project provides insight into the role played by receptivity, relevance, discipline, and integration in bridging the gap between teaching and learning and between theory and practice. https://aurora.auburn.edu/handle/11200/50681 Advancing Computer Science Education for Pre-Service Teachers: A Case from Auburn University This brief highlights the need to prepare pre-service teachers (PSTs) to effectively teach computer science (CS) at the K–6 level. In response to Alabama’s Computer Science Bill (Act 2019-389), Auburn University developed a CS education course for PSTs in early childhood, elementary, and special education programs. Survey data from nearly 200 PSTs show that while over 84% support the state policy, many initially lacked confidence in their CS knowledge and teaching ability. However, after completing the required course, PSTs reported significant gains in both knowledge and confidence, and a more positive perception of CS education. These findings emphasize the importance of integrating CS training into teacher preparation programs and the need for continued policy support to ensure all students benefit from early exposure to CS. https://aurora.auburn.edu/handle/11200/50674 Empowering Alabama Educators through International Experience: Strengthening Classrooms, Supporting Communities Since 2011, Auburn University’s College of Education has led the Global Studies in Education: South Korea program, providing over 85 Alabama educators with direct exposure to Korean culture and educational practices. This 10-day experience helps educators build cultural understanding, which in turn strengthens their teaching practices and their ability to connect with students from different cultural and linguistic backgrounds. Evaluation results show that participants return with new insights and skills that improve how they engage with students and families from international backgrounds. Expanding these types of global learning opportunities is a valuable investment in preparing educators to meet the needs of today’s classrooms and prepare students for a globally connected future.