Areas of Concentration / Programs: Education and Educational Studies, 2011-2012
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 reflective 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
- Integrating field-based and academic learning
Each education course includes a field component through which professors instructors continuously seek 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 six weekly visits in the introductory course to full-time student teaching in the certification program.
The Bi-College Education Program offers several options. Haverford students may:
- Explore one or more aspects of education in areas of particular interest–such as urban schooling–by enrolling in single courses
- Pursue a minor in educational studies
- Pursue a minor in education leading to secondary teacher certification
- Pursue a minor in education leading to elementary teacher certification at Swarthmore and Eastern Colleges
- Complete the secondary teacher certification program after they graduate through the Post-Baccalaureate Teacher Education Program
- Complete an Area of Concentration in Educational Studies
- Sub-matriculate as juniors or seniors into the University of Pennsylvania, Graduate School of Education's elementary or secondary education Master's program (less common)
The requirements for the minor in education, the concentration and teacher certification are described below. Students interested in these, or the other less common options named above, should meet with a program adviser as early as possible for advice on scheduling, preferably by the sophomore year.
Senior Lecturer Jody Cohen (and Acting Director, Fall 2011)
Professor Alison Cook-Sather
Instructor Heather Curl
Instructor Debbie Flaks
Postdoctoral Fellow in Science Education Howard Glasser
Senior Lecturer and Director Alice Lesnick
Program Coordinator and advisor, Ann Brown
For the Minor in Educational Studies: Students follow one of three tracks, described below
(1) EDUCATIONAL STUDIES TRACK
The bi-college minor in educational studies is an interdisciplinary exploration of the cultural, political and interactional dimensions of teaching and learning. Designed to bridge field experiences with academic study, and as a liberal arts experience that students may also use as preparation for future work and study, it draws students with a broad range of interests, such as plans for graduate study in education or other social sciences, pursuit of elementary or secondary certification after graduation or careers in leadership, policy studies and community development 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 and change. 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 to their major area of study, their Education interests and their anticipated futures
Requirements for this track of the minor are:
- EDUC 200 Critical Issues in Education
- Two required education courses from among these options: EDUC 210, 220, 225, 240, 250, 255, 260, 266, 270, 275, 280
- One education-related elective (see adviser for options)
- EDUC 310 Defining Educational Practice or EDUC 3B301 Curriculum and Pedagogy Seminar (must earn a grade of 2.7 or higher to take EDUC B311)
- EDUC 311 Field Work Seminar
(2) SECONDARY TEACHER CERTIFICATION TRACK
TStudents considering a career in secondary education (grades 7-12) may complete a minor in education while meeting the requirements for a Pa. secondary teacher certification. Our program is accredited to prepare undergraduates and alumni/ae for certification in biology, chemistry, English, mathematics, physics, social studies and world languages, including French, Latin and Spanish. Pursuit of certification in Chinese, German and Russian is also possible if a student teaching placement can be found. Students certified in a world language have K-12 certification.
Requirements for this track of the minor are:
- EDUC 200 Critical Issues in Education (must earn a grade of 2.7 or higher)
- PSYC 203 Educational Psychology (Prerequisite: either PSYC 101, 102 or 105)
- EDUC 210 Perspectives on Special Education
- EDUC 275 English Learners in U.S. Schools
- EDUC 301 Curriculum and Pedagogy (must earn a grade of 2.7 or higher to be admitted to EDUC 302 and EDUC 303)
- EDUC 302 Practice Teaching Seminar (fall semester, prior to student teaching)
- EDUC 303 Practice Teaching (two credits)
Education 302 and 303 are taken concurrently and earn triple credit. Practice Teaching is undertaken for 12 weeks, full-time in a local school during the spring semester of the senior year.
To qualify for a teaching certificate, students must also complete a major in the area in which they seek certification and often additional coursework in their certification area (or, in the case of social studies, students must major in History, Political Science, Economics, Anthropology, Sociology or Growth and Structure of Cities and take courses outside their major in the other areas). Within their major, students must select courses that help them meet the state standards for teachers in that subject area. Students must also take two courses in English and two courses in math, maintain a grade point average of 3.0 or higher, pass ETS's PRAXISTM series of exams for beginning teachers, receive a grade of a 2.7 or above in the Practice Teaching Seminar and a grade of Satisfactory for Practice Teaching. To be admitted to the student teaching phase of the certification program, students must have received positive evaluations from field mentors and be recommended by the director and coordinator of the Education Program, as well as their major department.
Note: Students practice-teach full time for 12 weeks in a local school during the spring semester of their senior year. Given this demanding schedule, students are not able to take courses other than the Practice Teaching Seminar and senior seminar for their major.
Graduates may also complete the requirements for secondary teacher certification in a post-baccalaureate program.
(3) ELEMENTARY TEACHER CERTIFICATION TRACK
Students interested in a career in elementary education (grades K-6) may complete a minor in education at Haverford while meeting the requirements for a Pa. elementary teacher certification through a joint program of Swarthmore and Eastern Colleges.
Requirements for this track of the minor are:
- EDUC 200 Critical Issues in Education or EDUC S014 Introduction to Education
- PSYC 206 Developmental Psychology or PSYC S039 Developmental Psychology
- EDUC S021 Educational Psychology
- EDUC S042 Teaching Young Diverse Learners
- EDUC 275 English Learners in U.S. Schools or EDUC S053 Language Minority Education
- EDUC 210 Perspectives on Special Education or EDUC S026 Special Education: Issues and Practice
- EDUC S016 Practice Teaching (two credits)
- EDUC S017 Curriculum and Methods
To qualify for a teaching certificate, students must also take two courses in English and two in math, take EDU S380 (Communication Arts for Children) and EDU S401 (Teaching of Reading) in a special summer program (additional tuition costs apply), maintain a grade point average of 3.0 or higher and pass ETS's PRAXISTM series of exams for beginning teachers. During their senior year, students must pay Swarthmore a fee of $1,500 for costs associated with Swarthmore College's supervision of the students' practice teaching
Title II of the High Education Act (HEA) requires that a full teacher preparation report, including the institution's pass rate on assessments as well as the state's pass rate, be available to the public on request. Students may request a report from Ann Brown by e-mail at email@example.com or by phone at (610) 526-5376.
FOR THE AREA OF CONCENTRATION IN EDUCATIONAL STUDIES:
Students majoring in chemistry, mathematics, physics, psychology or sociology at Haverford may declare an Area of Concentration (AOC) in Educational Studies. For the concentration, students take four courses in the Education Program, including:
- Education 200 Critical Issues in Education
- An education elective (which must be a course offered by Education Program faculty)
- Education 310 Defining Educational Practice or Education 301 Curriculum and Pedagogy, and
- Education 311 Fieldwork Seminar
In addition to these education courses, students take two courses in their major field of study (see below for courses). 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 coordinator and their major advisor about the possibility of an AOC in their department.
Chemistry majors with an Area of Concentration in Educational Studies take two semesters of research in physical or organic chemistry (Chemistry 361 or 363) and focus on laboratory development for secondary school curricula. Students not only develop specific new experiments, but also focus on the process by which an instructor approaches the development of experiments–their testing, safety and relevance. In addition, the student serves as a teaching assistant for the full year of general chemistry (Chemistry 100-101).
Math majors with an Area of Concentration in Educational Studies take:
- Math 460 (teaching assistantship) in two different semesters, one half-credit each, and
- 2. Math 480 (independent study) for 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. The department chair and director of the Education Program must jointly approve the project in advance.
Physics majors with an Area of Concentration in Educational Studies take:
- Physics 459b Teaching Laboratory Physics (typically in the second semester of the junior year), and
- 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 majors with an Area of Concentration in Educational Studies take two of the following:
- PSYC 206 Developmental Psychology
- PSYC 203 Educational Psychology, and/or
- PSYC 238 Psychology of Language
Sociology majors with an Area of Concentration in Educational Studies take SOCL 235 (Class, Race, and Education) and either SOCL 258 (Sociology of Education) or SOCL/EDUC 266 (Schools in American Cities).
200 Critical Issues in Education SO
H.Curl, J. Cohen, A. Lesnick
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 with priority given to students pursuing certification or the minor in educational studies. Students who have taken Writing Program/EDUC 138A (Critical Issues in Education: Politics and Practices) should not enroll in this course, since the two courses are very similar in focus.
210 Perspectives on Special Education SO
This course is designed as a survey course. Its goal is to introduce students to a range of topics, challenges, dilemmas and strategies in understanding and educating all learners–those considered typical learners as well as those considered "special" learners. The field of "Special Education" is vast; therefore, as the course progresses, students are encouraged to narrow their research and area of interest on a student or group of students who share similar challenges as learners. By the end of the course, students will understand more about: how students' learning profiles affect their learning in school from a functional perspective; how and why students' educational experience is affected by special education law; major issues in the field of special education; and a-typical learners, students with disabilities and how to meet diverse student needs in a classroom. Two to three hours of fieldwork per week required. Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies.
220 B Changing Pedagogies in Math and Science Education HU
This course examines perspectives related to teaching and learning math and science, including questioning why (if at all) it is important for people to learn these subjects, what is viewed as successful teaching and learning in these disciplines, and how people learn math and science. Students have a placement (four to six hours/week) with a local teacher and will be expected to make connections between course concepts and these placement experiences. Enrollment is limited to 18 students with priority given to students pursuing certification or the minor in educational studies.
225 B Empowering Learners: Theory and Practice of Extra-Classroom Teaching HU
This seminar explores how to engage in tutoring, mentoring and others types of learning support in ways that draw on and enrich students' strengths and goals. It also investigates the significance of structural, macro-level understanding and advocacy to the goal of becoming an empowering learner: one whose learning creates occasions for others' self- and/or group-empowerment. Field placements include campus roles as T.A., peer mentor, PLI leader, off-campus programs and Bryn Mawr's Teaching and Learning Initiative. Fieldwork of two to three hours per week. Enrollment is limited to 20 students with priority given to students pursuing certification or the minor in educational studies.
240 Qualitative Research: Theories, Texts and Practices SO
This course–designed for students of education, psychology and other social sciences–examines the nature and practice of qualitative research and the epistemological and ethical questions it both addresses and occasions. The purpose of the course is to prepare students as critical readers of qualitative research reports and as beginning writers of such research. Through the study of a series of linked topics in human development as it intersects with schooling, students will explore various qualitative literatures as they begin to practice as researchers. Fieldwork of two to three hours per week. Enrollment is limited to 20 students with priority given to students pursuing certification or the minor in educational studies.
250 Literacies and Education SO
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. Two to three hours per week of fieldwork. Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies.
260 Multicultural Education SO
An investigation of the continually evolving theory and practice of multicultural education in the United States. This course explores and problematizes the history, politics, definitions, focuses, purposes, outcomes and limitations of multicultural education as enacted in a range of school subjects and settings. Central topics may include: curriculum development, teacher training, language diversity and public policy concerns. Students will also engage in researching and reinventing what is possible in education for, with and about a diverse world. Fieldwork of two to three hours per week. Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies.
266 Schools in American Cities SO (Cross-listed as CITY B266 and SOCL B266)
J.Cohen, H. Curl
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. Fieldwork of two to three hours per week. Enrollment is limited to 20 students with priority given to students pursuing certification or the minor in educational studies.
EDUC 275 English Learners in U.S. Schools: Policies and Practices SO
This course focuses on educational policies and practices related to language minority students in the U. S. We examine English learners' diverse experiences, educators' approaches to working with linguistically diverse students, programs that address their strengths and needs, links between schools and communities, and issues of policy and advocacy. Prerequisite: EDUC 200 (Critical Issues in Education). Fieldwork of two to three hours per week. Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies.
301 Curriculum and Pedagogy Seminar SO
A consideration of theoretical and applied issues related to effective curriculum design, pedagogical approaches and related issues of teaching and learning. Fieldwork is required. Enrollment is limited to 15 with priority given first to students pursuing certification and second to seniors planning to teach.
302 Practice Teaching Seminar SO
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.
303 Practice Teaching SO
Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification.
310 Defining Educational Practice SO
An interdisciplinary inquiry into the work of constructing professional identities and roles in education-related contexts. Three to five hours a week of fieldwork in an educational setting are required. Enrollment is limited to 20 with priority given to students pursuing the minor in educational studies. Priority given to students in the minor. Typically offered every Fall.
311 Field Work Seminar SO
J.Cohen, A. Lesnick
Drawing on the diverse contexts in which participants complete their fieldwork, this seminar invites exploration and analysis of ideas, perspectives and different ways of understanding his/her ongoing fieldwork and associated issues of educational practice, reform and innovation. Five to eight hours of fieldwork are required per week. Enrollment is limited to 20. Open only to students completing the minor in educational studies. Typically offered every Spring.
360 Learning-Teaching a Foreign Language HU (Cross-listed in Spanish)
Prerequisite: A 200 level course, or consent of the instructor.
480 Independent Study SO