The Bryn Mawr/Haverford Education Department centers teaching and learning as fundamental to human life and growth, and intrinsically connected to struggles for understanding, liberation, and justice. With a primary focus on relationships, facilitation, and change as the heart of the study and practice of education, we address our students as past, current, and future stakeholders of public education systems, as participants in many other systems and structures, and as prospective teachers, school leaders, researchers, policy makers, activists, artists, and theorists. Defining teaching and learning as social, political, and cultural as well as personal activities, the Education Department challenges students to explore the relationships among schooling and other contexts of learning, human development, and social change as they gain knowledge and skills of educational theory and practice. Consult the Student Guidebook and the FAQs for detailed information about declaring a major or a minor in Education Studies.
In keeping with the partnership ethos of the Education Department, the learning outcomes for students who pursue a major or minor in Education Studies are a combination of outcomes conceptualized by Education Department faculty and staff and outcomes identified by students for themselves, informed by College-wide learning goals.
Department commitments include supporting students in:
- developing skills for critical and contextual self-reflection
- integrating interdisciplinary theory and practical approaches to education study, research, and facilitation
- engaging in partnership and collaboration in different forms across different contexts
- transforming educational practice for deep learning, equity, inclusion, and justice
- pursuing, assessing/reflecting on (in the present), and committing to (in the future) deep learning in—and deep learning as—relational, pedagogical, and organizational processes
As they move through the course offerings, students will come to understand that:
- everyone is a teacher and a learner, and knowledge is co-created through experience, study, intervention/experiment, and reflection
- inequities are structured into educational systems as well as perpetuated by practices
- teaching and learning are fundamental to human life and fundamentally connected to struggles for liberation
- students have both agency in and accountability for making education inclusive and equitable
- strong and effective learning occurs in contexts ranging from formal to informal settings, and is well supported in circumstances that present high challenge and low threat
- people learn by connecting prior knowledge and experiences to new knowledge and experiences, through a recursive process of learning, unlearning, and recommitting
- education is woven into the history of individual development and also of the built environment and the social, political, and cultural frameworks of life
Across education courses, students will engage in:
- iteratively examining, affirming, and interrogating their educational experiences, past and present, in order to clarify how those inform their philosophical and practical commitments
- exploring a wide range of educational theories and traditions, including experiential and constructivist approaches (John Dewey), critical pedagogy (Paulo Freire), culturally sustaining practices (Ladson-Billings), education as the practice of freedom (bell hooks) and freedom dreaming (Fred Moten, Robin Kelley), anti-racist education (Bettina Love), decolonizing education (la paperson, Eve Tuck), and more to make informed choices about their practices
- distinguishing and describing varying purposes and standards for education, and practicing assessing and supporting those standards in partnership contexts
- building capacity to promote educational justice
- authoring numerous statements of educational purpose—as students within the BiCo, as aspiring educators, as community members
- developing a set of skills and commitments that facilitate individual and collaborative learning and align with their purpose
In capstone courses, students will, depending on the emphasis they choose, document in their final portfolios how they have met the outcomes above through their experiences studying and enacting research, policy, and practice in their chosen area of specialization
Haverford’s Institutional Learning Goals are available on the President’s website, at http://hav.to/learninggoals.
Students may complete a major or a minor in Education Studies. For students pursuing a major, specialization is required. Within the overarching frame of Research, Policy, and Practice, specialization options are Elementary Education, Secondary Education, Secondary Education with Certification, Higher Education, and Out-of-School Contexts. Alumnae may also complete the requirements for secondary teacher certification after they graduate through the Post-baccalaureate Teacher Education Program.
In the minor, students may choose between the minor in Education Studies and the minor in Education Studies leading to secondary teacher certification. In the minor, students can opt into a specialization within Education if it suits their goals.
To satisfy the requirements for the major in Education Studies, students take a minimum of six courses within the Education Department: an approved entry-point course, four 200-level courses, and one 300-level capstone course. In addition, a maximum of five allied courses from outside of the Education Department are required, for a total of 11 major credits.
Community-engaged learning through placements/partnerships/field work is also a central requirement of the major. Thinking with and learning from this work is a strand of Education Studies woven throughout coursework and highlighted in the capstone process.
Below is a list of requirements for the major. Consult the Student Guidebook for depiction of possible pathways through the major.
11 Total Credits, consisting of:
- Minimum of 6 Education Program courses
- Entry point course
- Elective course 1
- Elective course 2
- Elective course 3
- Elective course 4
- Capstone course
- Maximum of 5 allied or non-program courses
- Allied course 1
- Allied course 2
- Allied course 3
- Allied course 4
- Allied course 5
Six credits are required for the minor in Education Studies without certification:
- 1 "exploratory entry point" course
- 4 200-level education courses, from which:
- At least two must be offered by Education Program faculty
- Up to two may be offered by faculty in other departments, pending submission of the petition form and approval from major/minor advisor.
- One may be taken at Swarthmore, Penn, or while studying away.
- 1 300-level capstone course, selected from the following:
- EDUC 311: Theories of Change in Educational Institutions
- EDUC 301: Curriculum and Pedagogy Seminar
- EDUC 310/SOWK 676: Making Space for Learning in Higher Education
Secondary Teacher Certification Path
The Bryn Mawr/Haverford Education Program is accredited by the state of Pennsylvania to prepare undergraduates and alumnae for certification in the following subject areas: English; languages, including French, Latin, and Spanish; mathematics; the sciences, including biology, chemistry, and physics; and social studies. Pursuit of certification in Chinese, German, and Russian is also possible but subject to availability of student teaching placements. Students certified in a language have K-12 certification.
To qualify for a teaching certificate, students must complete an academic major in the subject area in which they seek certification (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 complete the secondary teacher certification track of the minor in education, taking these courses:
|EDUC B200/H200||Community Learning Collaborative: Practicing Partnership||1.0|
|PSYC B203||Educational Psychology||1.0|
|EDUC B210/H210||Perspectives on Special Education||1.0|
|EDUC H275||Emergent Multilingual Learners in U.S. Schools||1.0|
|EDUC H301||Curriculum and Pedagogy Seminar 1||1.0|
& EDUC B303
and Practice Teaching in Secondary Schools 2
(fall semester, prior to student teaching)
These courses are taken concurrently for three credits.
Students preparing for certification must also take two courses in English and two courses in math, maintain a grade point average of 3.0 or higher, and pass a series of exams for beginning teachers (state requirements). To be admitted to the culminating student teaching phase of the program, students must earn a grade of a 2.7 or higher in both EDUC 200 (Critical Issues in Education) and EDUC 301 (Curriculum and Pedagogy) and be recommended by their major department and the director of the Education Program. To be recommended for certification, students must earn a grade of 2.7 or higher in EDUC 302 (Practice Teaching Seminar) and a grade of Satisfactory in EDUC 303 (Practice Teaching).
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 complete the requirements for secondary teacher certification at Bryn Mawr in a post-baccalaureate program.
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 Kelly Gavin Zuckerman at kzuckerman [at] brynmawr.edu.
Students majoring in mathematics or physics at Haverford may declare an Area of Concentration in Educational Studies. For the Concentration, students take four courses in the education program:
- EDUC B200/EDUC H200 (Critical Issues in Education)
- Two education courses (must be courses offered by Education Program or affiliated faculty (A. Cook-Sather/ V. Donnay/D. Flaks/A. Lesnick/K. Rho/ C. Wilson-Poe/K. Zuckerman)
- One of the following as a culminating course: EDUC H311 (Theories of Change in Educational Institutions), EDUC H301 (Curriculum and Pedagogy Seminar), SOWK B676 (Making Space for Learning: Pedagogical Planning and Facilitation), or an intensified version of EDUC B295 (Advocating Diversity in Higher Education).
In addition to these education courses, 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.
To complete the concentration in educational studies, mathematics majors must:
- Earn credit for MATH H460 in two different semesters, one half-credit each; and
- Choose the Mathematics Education option of the senior thesis, as outlined in the Standards for the Mathematics Senior Thesis.
Students take the following courses:
- PHYS H459, typically in the second semester of the junior year; and
- PHYS H460, 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.
We encourage students pursuing a teacher certification in a language to study abroad in a country where the language is spoken. Also, we accept towards the minor in education one education-related course a student takes while abroad.
Post-Baccalaureate Teacher Education Program
Graduates of Bryn Mawr and Haverford Colleges may complete requirements for certification to teach at the secondary level by enrolling in the Bryn Mawr/Haverford Post-Baccalaureate Teacher Education Program. In general, students complete the program in one academic year if they have majored in the subject they plan to teach.
The program offers certification in the English, mathematics, sciences (biology, earth and space sciences, and physics), languages (French, German, Latin, and Spanish; Chinese and Russian are also possibilities if student teaching placements can be found), and social studies.