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Haverford College
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Education and Educational Studies
2007-2008

 

 

DESCRIPTION

The field of education is about teaching people how to teach – and more. The Bryn Mawr/Haverford Education Program is built around four mutually-informing pursuits: teacher preparation; the interdisciplinary study of learning as a central human and cultural activity; the investigation of the politics of schooling; and students' growth as teachers, learners, researchers, and change agents.

Courses in the Education Program address students interested in: the theory, process, and reform of education in the United States; social justice, activism, and working within and against systems of social reproduction; future work as educators in schools, public or mental health, community, or other settings; examining and re-claiming their own learning and educational goals; and integrating field-based and academic learning.

Each education course includes a field component through which professors seek continuously to integrate theory and practice, asking students to bridge academic and experiential knowledge in the classroom and beyond it. Field placements in schools and other educational settings range from two hours per week in the introductory course to full-time student teaching in the certification program.

The bi-college Education Program offers several options. Students may:

1. Explore one or more aspects of education in areas of particular interest - such as urban schooling - by enrolling in single courses;
2. Pursue a minor in educational studies;
3. Pursue secondary teacher certification;
4. Complete the secondary teacher certification program in a fifth year program after they graduate at a reduced cost;
5. Complete elementary certification through the Swarthmore and Eastern Colleges elementary education certification program at additional cost and with summer coursework;
6. Sub-matriculate (as juniors or seniors) into the University of Pennsylvania, Graduate School of Education’s elementary or secondary education Master’s program; or
7. In a five-year program, complete both the A.B./M.A. program at Bryn Mawr College in physics or mathematics (or possibly other departments that offer the AB/MA option) and the secondary teaching certification program.


FACULTY AND COORDINATORS

FACULTY

Senior Lecturer Jody Cohen
Associate Professor Alison Cook-Sather
Senior Lecturer Alice Lesnick, Director

COORDINATORS
Program Administrator, HC Advisor and Concentration Coordinator Ann Brown
Field Placement Coordinator and BMC Advisor Robyn Newkumet


REQUIREMENTS

(1) For Certification
The Bryn Mawr/Haverford Education Program is accredited by the state of Pennsylvania to prepare undergraduates for secondary certification (grades 7-12) in the following areas: biology, chemistry, physics, English, mathematics, social studies (as well as citizenship education and social science), and world languages, including Chinese, French, German, Latin, Russian, and Spanish. Pursuit of certification in Chinese, German, Latin and Russian is subject to availability of student-teaching placements. Students certified in a foreign language have K-12 certification.

Certain interdisciplinary majors and double majors (e.g., romance languages, comparative literature, East Asian studies) may also be eligible for certification provided they meet the Pennsylvania standards in one of the subject areas listed above.

To qualify for a teaching certificate, students must complete an academic major in the subject area in which they seek certification, college distribution requirements, and the education courses listed below:

1. EDUC 200 (Critical Issues in Education)
2. PSYC B203 (Educational Psychology)
3. EDUC 210 (Special Education)
4. Either EDUC B250 (Literacies and Education) or EDUC 240 (Multicultural Education)
5. EDUC B301 (Curriculum and Pedagogy Seminar)
6. EDUC B302 (Practice Teaching Seminar) and EDUC B303 (Practice Teaching).

EDUC 302 and 303 are taken concurrently and earn triple credit.

Furthermore, for social studies certification as well as certification in the sciences, students must take courses outside their major to meet state standards.

Certification students must also take two English and two mathematics courses and must attain a grade point average of 3.0 or higher (state requirements). They must attain a GPA of 2.7 or higher in EDUC 200 (Critical Issues in Education) and EDUC 301 (Curriculum and Pedagogy Seminar) in order to practice-teach. They must also be recommended by the director of the Education Program and the chair of their major department.

Critical Issues in Education should be taken by the end of the sophomore year if at all possible. The Curriculum and Pedagogy Seminar is offered during the fall semester for seniors and must precede Practice Teaching.

Practice Teaching is undertaken for 12 weeks in a local school during the spring semester of the senior year. Note: Practice Teaching is a commitment to be at a school for five full school days each week for those 12 weeks.

(2) For the Minor in Educational Studies
The bi-college minor in educational studies is an interdisciplinary exploration of the cultural, political, and interactional dimensions of teaching and learning and is designed for students with a broad range of education-related interests, such as plans for graduate study in education, pursuit of elementary or secondary certification after graduation or careers that require educational expertise. Many professions and pursuits – management and training positions, research, administration and policy work, and careers in social work, health and law - involve using an educator’s skills and knowledge. Civic engagement, community development, and work towards social justice also require knowledge of how people learn. Because students interested in these or other education-related pursuits major in different subject areas and have different aspirations, they are encouraged to design a minor appropriate both to their major area of study and to their anticipated futures.

All minors in educational studies must consult with a program advisor to design a coherent course of study that satisfies the requirements below:

1. EDUC 200 Critical Issues in Education (or Writing Seminar 138)
2. Required education course (EDUC 210, 225, 240, 250, 260, 266)
3. Two education-related electives (see program advisor for options)
4. EDUC 310 Defining Educational Practice
5. EDUC 311 Field Work Seminar

 

The Portfolio

To synthesize their work in the minor or the certification program, students produce a portfolio. The portfolio draws on the work students produce in their courses as well as in their other activities (volunteering, summer programs, community work, etc.); it serves as an ongoing forum through which students synthesize their studies, is developed over the course of the student’s college career, and is completed in the Field Work Seminar (minor) or the Practice Teaching Seminar (certification). The portfolio consists of a series of artifacts, each accompanied by a one-page analysis of the significance of the piece of work.

COURSES

123 Community Math Teaching Project NA/QU (Cross-listed in Mathematics)
J.Sabloff
               
138 Critical Issues in Education: Politics and Practices SO (Cross-listed in Writing Program)
B.Hall
An examination of major issues concerning educational reform through readings, discussions, writing, and 3-4 visits to a school context. Among the issues to be explored are the complexity of U.S. education; the meaning of childhood, culture, freedom, and difference; and the possibilities for educational reinvention and empowerment. Prerequisite: None. (Satisfies the freshman writing requirement.)
               
200 Critical Issues in Education SO
B.Hall
Designed to be the first course for students interested in pursuing one of the options offered through the Education Program, this course is also open to students who are not yet certain about their career aspirations but are interested in educational issues. The course examines major issues in education in the United States within the conceptual framework of educational reform. The first phase of the course invites students to recognize and question prevailing assumptions, their own and those of the broader society, about authority, the political nature of knowledge, and the purposes of schooling that shape education in America. The second phase analyzes components of the teaching and learning process. The third phase seeks to engage students in imagining and enacting, through the completion of collaborative teaching projects, possibilities for reform and reinvention. Two hours a week of fieldwork are required. Enrollment is limited to 25 students per section with priority given to students pursuing certification or the minor in educational studies. Both sections are writing intensive. Typically offered every Semester.
               
210 Special Education SO
D.Flaks
The course explores the schooling experiences, strengths and needs of student populations frequently marginalized by their differences from the mainstream. We use a cultural perspective as well as contacts with educators, parents, and students to address issues such as labeling, how (different) children learn and teachers teach, and how policies intersect with practice. Students conduct field research in school placements. Enrollment is limited to 25 with priority given to students pursuing certification or the minor in Educational Studies.

225: Empowering Learners: Theory and Practice of Extra-Classroom Teaching
A.Lesnick
This seminar explores how tutoring, mentoring, and others types of learning support engage and transform issues of authority, role, expertise, and the nature of knowledge. Praxis field placements include campus roles as teaching assistant, MAST mentor; off-campus programs; and two new staff-student educational programs at Bryn Mawr. Enrollment limited to 20 students. Priority given to students pursuing certification or the minor in Educational Studies. This is a Praxis I course.
               
250 Literacies and Education SO
J.Cohen
A critical exploration of what counts as literacy, who decides, and what the implications are for teaching and learning. Students explore both their own and others experiences of literacy through reading and writing about power, privilege, access and responsibility around issues of adult, ESL, cultural, multicultural, gendered, academic and critical literacies. Field work required. (Writing Intensive Praxis I). Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in Educational Studies. (Satisfies the social justice requirement.) Offered at Bryn Mawr in 07-08.
               
260 Multicultural Education SO
B.Hall
An investigation of the notion of multicultural education. This course problematizes the history, meanings, purposes, and outcomes of multicultural education and engages students in researching and reinventing what is possible in education for, with, and about a diverse world. Field work required. Enrollment limited to 25. Priority given first to those pursuing certification or a minor in Educational Studies. (Satisfies the social justice requirement.)
               
266 Schools in American Cities SO (Cross-listed in Growth and Structure of Cities and Sociology)
J. Cohen
Taught at Bryn Mawr. This course examines issues, challenges and possibilities of urban education in contemporary America. We use as critical lenses issues of race, class and culture; urban learners, teachers and school systems; and restructuring and reform. While we look at urban education nationally over several decades, we use Philadelphia as a focal "case" that students investigate through documents and school placements. Enrollment is limited to 25 with priority given to students pursuing certification or the minor in Educational Studies and to majors in Sociology or Growth and Structure of Cities. This is a Praxis I course.
               
301 Curriculum and Pedagogy Seminar SO
A. Cook-Sather
A consideration of theoretical and applied issues related to effective curriculum design, pedagogical approaches, and related issues of teaching and learning. Enrollment limited to 15. Priority goes to seniors in the certification program who are planning to take Practice Teaching and seniors interested in careers in education. Field work is required. Typically offered every Fall.
               
302 Practice Teaching Seminar SO
A.Cook-Sather
Drawing on participants’ diverse student teaching placements, this seminar invites exploration and analysis of ideas, perspectives and approaches to teaching at the middle and secondary levels. Taken concurrently with Practice Teaching. Open only to students engaged in practice teaching. Typically offered every Spring.
               
303 Practice Teaching SO
A.Cook-Sather
Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification. Typically offered every Spring.
               
310 Defining Educational Practice SO
A.Lesnick
An interdisciplinary inquiry into the work of constructing professional identities and roles in education-related contexts. Three to five hours a week of field work are required. Enrollment is limited to 20 with priority given to students pursuing the minor in Educational Studies. (Satisfies the social justice requirement.) Typically offered every Fall.
               
311 Field Work Seminar SO
A.Lesnick
Drawing on the diverse contexts in which participants complete their field work, this seminar invites exploration and analysis of ideas, perspectives, and different ways of understanding his/her ongoing field work and associated issues of educational practice, reform, and innovation. Five to eight hours of field work required per week. Enrollment limited to 20. Open only to students completing the minor in educational studies. (Satisfies the social justice requirement.) Typically offered every Spring.
               
480 Independent Study SO
Staff

*Note: Title II of the Higher Education Act (HEA) requires that the entire teacher preparation report including the institution’s pass rate as well as the state’s pass rate, be available to the public upon request. Requests for the full report may be sent to Ann Brown, Program Administrator/Advisor, Bryn Mawr/Haverford Education Program, or call 610-526-5376.

For the Area of Concentration in Educational Studies:
To complete the concentration, students take four courses through the education program: Education 200, an education elective, Education 310, and Education 311, which includes a field placement for approximately five hours per week. In addition to the courses within the education program, students take two courses in their major field of study. A unit of Independent Study within the major may be used to fulfill this requirement. Established AOCs in educational studies are offered in conjunction with the sociology, psychology, mathematics, physics, and chemistry departments. Students in other departments should consult with the education program administrator and their major advisor about the possibility of an AOC in their department.

Chemistry
In the chemistry department a student is enrolled in two semesters of research in physical or organic chemistry (Chemistry 361 or 363), with primary emphasis on laboratory development for secondary school curricula. Importance is placed not only on the development of specific new experiments, but also on the process by which an instructor approaches the development of experiments, their testing, issues of safety, and finally the problem of keeping experiments current and of continuing interest not only to the students who perform them, but also to the instructors who direct them on a continuing basis. In addition, the student is a teaching assistant for the full year of general chemistry (Chemistry 100-101).

Mathematics
Students take the following courses:
(1) Math 460 (teaching assistantship) in two different semesters, one half-credit each.
(2) Math 480 (independent study), two half-credits, a project that combines senior research on a topic in mathematics with development of related courseware, teaching materials, and/or classroom modules. Details of the project must be approved jointly by the department chair as well as the chair of the AOC.

Physics
Students take the following courses:
(1) Physics 459b Teaching Laboratory Physics (typically in the second semester of the junior year); and
(2) Physics 460a Association in Teaching Basic Physics (typically in the first semester of the senior year).
All senior physics majors prepare and present to the department a talk and paper based on independent work. Education concentrators have the option of choosing a topic related to physics pedagogy for their research.

Psychology
Students take two of the following courses:
(1) Psychology B206 (Developmental Psychology)
(2) Psychology B203 (Educational Psychology)
(3) Psychology 238 (Psychology of Language)

Sociology
Students take:
(1) Sociology 235 (Class, Race, and Education)
and one of the following:
(2) Sociology B258 (Sociology of Education)
or
(3) Sociology B266 (Schools in American Cities)

 

 

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Last updated: 08.23.2007   :   Maintained by: Jennifer Patton   :   Copyright © 2007 Haverford College