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  • EDUC 270: Educating for Democracy

    3.00 Credits
    Bates College

    Troubling voter turnout rates and levels of civic participation in the United States raise questions about the health of our democracy. Youth, in particular, express a sense of alienation from government and formal political processes. What does this say about education for democracy If education is vital to the success of democratic governance, what might be done in schools and other educational institutions to better engage young people in public life This course explores the relationship between education and democracy and various approaches to civic and citizenship education. A thirty-hour field experience is required. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. Staff.
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  • EDUC 320: Community Education/Community Action

    3.00 Credits
    Bates College

    Education at its best builds on the strengths and actively addresses the needs of communities and neighborhoods. This guiding philosophy is manifested in the development of full-service community schools, after-school programs, adult and cooperative learning programs, and grassroots efforts to educate for social change. This course offers an introduction to the theory and principles of community education as well as engagement in community capacity building through service-learning projects. The course is well-suited to students committed to service-learning and centers on partnerships with schools and a variety of organizations in the community. A thirty-hour field placement is required. Enrollment limited to 15. P. Buck.
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  • EDUC 343: Learning and Teaching:Theories and Practice

    3.00 Credits
    Bates College

    Students explore learning and teaching with an emphasis on reflective practice. They consider various theories and research on learning and motivation, educational philosophies, and current issues, such as the standards movement and standardized testing. This knowledge serves as a basis for critically examining curriculum development, classroom practice, and the roles of teachers and students in today's schools. Students apply what they learn by creating and teaching a mini-curriculum unit in a local classroom. The teaching fulfills part of the required thirty-hour field experience for the course. Recommended background: Education 231, Psychology 101. Enrollment limited to 15. Staff.
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  • EDUC 355: Adolescent Literacy

    3.00 Credits
    Bates College

    This course examines various perspectives on and issues in adolescent literacy in today's middle and high schools, focusing primarily on sociocultural frameworks for the study of current practices and beliefs. Topics include not only "what" we mean by literacy, but also "how" youths today make meaning within various discourse communities and contexts. Topics include multiple literacies, literacy across the curriculum, the influence of complex technologies, diverse learners, and current policies and paradigms influencing instruction. This course interweaves theory with practice through a required thirty-hour field placement in a local middle or high school. Recommended background: Education 231. Enrollment limited to 25. [W2] A. Charles.
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  • EDUC 360: Independent Study

    3.00 Credits
    Bates College

    Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. Normally offered every semester. Staff.
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  • EDUC 362: Basic Concepts in Special Education

    3.00 Credits
    Bates College

    Students learn the legal requirements (IDEA, ADA) for providing special services to and the characteristics of students who need additional support to learn. They explore a variety of strategies and modifications teachers can use to help students with various learning differences, styles, and abilities succeed in the mainstream classroom. They critically examine how differences in students' gender, cultural, socioeconomic, racial, and ethnic backgrounds affect the quality of the education they receive. A thirty-hour field experience is required. Because this course is required for certification as a teacher in Maine, it is also required for Bates students pursuing the minor in Teacher Education. Recommended background: Education 231. Open to first-year students. Enrollment limited to 25. [W2] Normally offered every year. A. Charles.
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  • EDUC 365: Special Topics

    3.00 Credits
    Bates College

    A course or seminar offered from time to time and reserved for a special topic selected by the department. Staff.
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  • EDUC 378: Ethnographic Approaches to Education

    3.00 Credits
    Bates College

    This course provides an introduction to fieldwork for those planning to conduct qualitative research for a thesis in the social sciences. Ethnography focuses on the daily lives and meaning-making processes of people who associate regularly in local networks, institutions, or communities. Ethnographers observe, interview, and participate in the routine activities of the people they study. They also explore the connections between locally situated activity and broader realms of symbolic meaning and social organization. This course introduces students to interpretive methods with which to examine the webs of meaning that give shape to educational spaces. Through active engagement in empirical research in educational settings across the Lewiston-Auburn community, students grapple with theoretical assumptions, procedures, and standards of quality in ethnographic research. A thirty-hour field experience is required. Not open to students who have received credit for Anthropology/Education 378. Not open to students who have received credit for AN/ED 378. Enrollment limited to 15. [W2] Normally offered every year. P. Buck.
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  • EDUC 447: Curriculum and Methods

    3.00 Credits
    Bates College

    This course continues study of the concepts needed to understand curriculum design and program evaluation, and helps students develop the skills needed to design and teach curriculum units in their subject area. The course is part workshop: students plan, develop, teach, and evaluate their own curriculum units. At the same time, students read about and reflect on classic questions in curriculum and instruction, such as: To what extent are teachers responsible for developing their own curriculum Should curriculum and instruction focus on transmitting established knowledge, developing individuals' talents, or preparing successful members of society Can teachers assess students' knowledge in ways that allow them to learn from the assessments What particular teaching methods are appropriate for the different disciplines Students develop a repertoire of methods to use in student teaching and in future teaching. Prerequisite(s): Education 231 and 460. Corequisite(s): Education 448 and 461. Normally offered every year. A. Charles, Staff.
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  • EDUC 448: Senior Seminar in Teacher Education:Reflection and Engagement

    3.00 Credits
    Bates College

    The seminar helps students reflect on and engage with their experiences as teachers. Students are encouraged to develop their own philosophies of education and to use these philosophies in planning and teaching their classes. The seminar also addresses three areas of practice-technology, community-based, and interdisciplinary approaches-and helps students incorporate these into their teaching. Prerequisite(s): Education 231, 362, and 460. Corequisite(s): Education 447 and 461. Instructor permission is required. Normally offered every year. A. Charles, Staff.
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