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Haverford College

2012-13 Course Catalog

Areas of Concentration / Programs: Education and Educational Studies, 2012-2013

DescriptionFacultyRequirementsCoursesDepartment Homepage

Description

The field of education is about teaching people how to teach—and more. The Bi-College (Bi-Co) 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 and 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 eight 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
  • complete the secondary teacher certification program after they graduate through the Post-Baccalaureate Teacher Education Program
  • 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 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.

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Faculty

Program Coordinator and Advisor, Ann Brown
Senior Lecturer Jody Cohen (and Acting Director, Fall 2011)
Professor Alison Cook-Sather
Instructor Heather Curl
Instructor Debbie Flaks
Senior Lecturer and Director Alice Lesnick

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Requirements

Students follow one of three tracks, described below

(1) EDUCATIONAL STUDIES TRACK

The Bi-Co 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 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, we encourage them to design a minor appropriate to their major area of study, their education interests and their anticipated future.

Requirements for this track of the minor are:

  • EDUC 200 (Critical Issues in Education)
  • Four education or education-related courses, up to two of which students may take outside the Bryn Mawr/Haverford Education Program
  • EDUC 311 (Field Work Seminar)

(2) SECONDARY TEACHER CERTIFICATION TRACK

Students considering a career in secondary education (grades 7–12) may complete a minor in education while meeting the requirements for a Pennsylvania. secondary teacher certification. Our program is accredited to prepare undergraduates and alumni 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 the student can find a teaching placement. 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: taken concurrently with EDUC 303, for which students earn triple credit
  • EDUC 303 (Practice Teaching) two credits 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 a series of exams for beginning teachers, receive a grade of a 2.7 or above in EDUC 302 and a grade of satisfactory for EDUC 303. 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 Education Program as well as their major department.

Note: Given the demanding teaching schedule of EDUC 303 during the spring of senior year, students are not able to take courses other than EDUC 302 and the senior seminar for their major.

Given the demanding teaching schedule of EDUC 303 during the spring of senior year, students are not able to take courses other than EDUC 302 and the senior seminar for their major.

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TITLE II REPORTING

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 at abrown@brynmawr.edu or (610) 526-5376.

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Courses

200 Critical Issues in Education SO

H.Curl, J. Cohen, A. Lesnick
Designed as the first course for students interested in one of the Education Program's options, this course is also open to students who are not yet certain about their career aspirations but 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 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.

210 Perspectives on Special Education SO

D.Flaks
This survey course introduces students to a range of topics, challenges, dilemmas and strategies in understanding and educating all learners–those considered typical as well as those considered "special." The field of "Special Education" is vast; therefore, as the course progresses, we encourage students 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 understand more about how students' learning profiles affect their learning in school, from a functional perspective; how and why special education law affects students' educational experience; 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 hours of fieldwork per week are required. Enrollment is limited to 25 students, with priority given to students pursuing certification or the minor in educational studies.

219 B Writing in Theory/Writing in Practice (Cross-listed as ENGL B220)

G. Hemmeter
This course is designed for students interested in tutoring college or high-school writers or teaching writing at the secondary-school level. Readings in current composition studies pair texts that reflect writing theory with those that address practical strategies for working with academic writers. To put pedagogic theory into practice, the course offers a fieldwork dimension. Students spend a few hours a week working in local public school classrooms or writing center. In-class collaborative work on writing assignments allows students to develop writing skills and share with others their insights into the writing process. Not offered in 2012-2013.

220 B Changing Pedagogies in Math and Science Education HU

V. Donnay
This course is designed for students interested in tutoring college or high-school writers or teaching writing at the secondary-school level. Readings in current composition studies pair texts that reflect writing theory with those that address practical strategies for working with academic writers. To put pedagogic theory into practice, the course offers a fieldwork dimension. Students spend a few hours a week working in local public school classrooms or writing center. In-class collaborative work on writing assignments allows students to develop writing skills and share with others their insights into the writing process. Not offered in 2012-2013.

225 B Empowering Learners: Theory and Practice of Extra-Classroom Teaching HU

A.Lesnick
This course is designed for students interested in tutoring college or high-school writers or teaching writing at the secondary-school level. Readings in current composition studies pair texts that reflect writing theory with those that address practical strategies for working with academic writers. To put pedagogic theory into practice, the course offers a fieldwork dimension. Students spend a few hours a week working in local public school classrooms or writing center. In-class collaborative work on writing assignments allows students to develop writing skills and share with others their insights into the writing process. Not offered in 2012-2013.

240 Qualitative Research: Theories, Texts and Practices SO

A.Lesnick
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 explore various qualitative literatures as they begin to practice as researchers. Fieldwork of two to three hours per week is required. Enrollment is limited to 20 students, with priority given to students pursuing certification or the minor in educational studies. Not offered in 2012-2013.

250 Literacies and Education SO

A. Lesnick
This is a critical exploration of what counts as literacy, who decides and the implications 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 are required. Enrollment is limited to 25 students, with priority given to students pursuing certification or the minor in educational studies.

251 B Arts Teaching in Educational and Community Settings (Cross-listed as ARTA B251)

M. Cantor
This course is intended for students who have substantial experience in an art form and are interested in extending that experience into teaching and learning at education and community sites. Following an overview of the history of the arts in education, the course investigates underlying theories. The fieldwork component allows students to create a fluid relationship between theory and practice through observing, teaching and reflecting on arts practices in education contexts. School or community placement 4-6 hours a week is required. Prerequisite: At least an intermediate level of experience in an art form. Not offered in 2012–2013.

255 B Technology, Education and Society Altering Environments

A. Lesnick
This course examines technology in education and considers its complex impact on teaching, learning and social organization. In order to develop agency in using, creating and evaluating technology, students learn via experience, critical examination, collaboration and exploration of associated issues of power, knowledge, culture, access and identity. Fieldwork of two hours per week is required. Enrollment is limited to 25 students, with priority given to students pursuing certification or the minor in educational studies.

260 Multicultural Education SO

J. Cohen
This is an investigation of the continually evolving theory and practice of multicultural education in the United States. The 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 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 is required. 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 is required. 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

Staff
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. Fieldwork of two to three hours per week is required. Enrollment is limited to 25 students, with priority given to students pursuing certification or the minor in educational studies.Prerequisite: EDUC 200 (Critical Issues in Education).

290 B Learning in Institutional Spaces: Education in Dialogue

Staff
This course considers how two "walled communities," the institutions of schools and prisons, operate as sites of learning. Beginning with an examination of the origins of educational and penitential institutions, we examine how these institutions both constrain and propel learning, and how human beings challenge and change their soundings.

301 Curriculum and Pedagogy Seminar SO

H.Curl
This is 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 students, with priority given first to students pursuing certification and second to seniors planning to teach.

302 Practice Teaching Seminar SO

H.Curl
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. Open only to students engaged in practice teaching. Taken concurrently with EDUC 303.

303 Practice Teaching SO

N/A
This class involves supervised teaching in secondary schools (12 weeks). Offering two units of credit, it is open only to students preparing for state certification.

311 Field Work Seminar SO

J.Cohen, A. Lesnick
Drawing on the diverse contexts in which studentscomplete their fieldwork, this seminar invites exploration and analysis of ideas, perspectives and different ways of understanding the ongoing fieldwork and associated issues of educational practice, reform and innovation. Five to eight hours of fieldwork per week are required. 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)

A.Lopez-Sanchez
Prerequisite: A 200-level Educational Studies course, or the instructor’s consent.

480 Independent Study SO

Staff

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