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Course Criteria
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3.00 Credits
Required of all students in the educational studies minor, this seminar helps students to reflect upon and synthesize their previous education courses, courses in related fields, and their field experiences. Students produce and present a culminating project. A thirty-hour field placement is required. Prerequisite(s): Education 231 and three additional courses in education. Open to seniors only. Normally offered every year. P. Buck.
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3.00 Credits
This is an intensive field experience in secondary education. Students begin by observing a host teacher in their academic field, spending one or two class periods each day in the high school. Soon they begin teaching at least one class per day. In regular, informal meetings, they are guided and supported by their host teachers, a supervisor from the Bates Department of Education, and other members of a supervisory support team. Students also meet weekly at Bates to address conceptual matters and to discuss problems and successes in the classroom. These weekly seminars include workshops in content area methods and extensive informal reflective writing. Students begin to move toward proficiency in four areas of practice: curriculum, instruction, and evaluation; classroom management, interactions, and relationships; diversity; time management and organizational skills. Prerequisite(s): Education 231 and 362. Instructor permission is required. Normally offered every year. A. Charles, Staff.
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3.00 Credits
This course continues and deepens the experiences and reflection begun in Education 460. Students spend four or five class periods each day in a local high school observing, teaching, and becoming fully involved in the life of the school. Students continue to meet regularly with their host teacher, Bates supervisor, and others on their supervisory support team. Although there are no weekly meetings for this course, students spend extensive time planning their classes and reflecting in writing on their experiences. Prerequisite(s): Education 231, 362, and 460. Corequisite(s): Education 447 and 448. Normally offered every year. A. Charles, Staff.
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3.00 Credits
Winston Churchill is supposed to have asked, "How can I tell what I think until I see what I've said " This course explores the intersection of thinking, learning, and writing in the academy, and in particular, the teaching and tutoring of writing. Students consider readings in current composition and peer-tutoring theory and practice and have opportunities to apply and practice a variety of writing and tutoring strategies in and out of class. The course serves as a foundation for students seeking to become peer writing assistants and those interested in teaching writing at the secondary level. Enrollment limited to 20. Instructor permission is required. J. Cole.
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3.00 Credits
How do democratic citizens talk and reason together in order to reach collective decisions How are ideals of equality, respect, inclusion, and civility modeled in such processes In recent years the theory of deliberative democracy, as well as practical models of deliberation and dialogue, have gained attention in a variety of national and international contexts ranging from scholarly research and policy formulation to grassroots political organizing. This course explores the theoretical underpinnings of deliberative democracy and experiments with specific approaches to dialogue, particularly in relationship to public policy and uses of dialogue in educational settings. A thirty-hour field experience is required. Enrollment limited to 30. Staff.
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3.00 Credits
The field of "new literacy studies" calls into question the traditional emphasis upon discrete reading and writing skills. In an expanded definition scholars place literacy within anthropological and cross-cultural frameworks that attend to the embeddedness of reading and writing practices within families, communities, and cultures. This course introduces students to the literature of new literacy studies and educational anthropology in conjunction with a thirty-hour service-learning placement in the Lewiston area. The course also offers an introduction to English Language Learning pedagogy. Students are asked to investigate the impact culturally informed knowledge and experience have upon the literacy practices of those community members with whom they work closely. Enrollment limited to 30. Normally offered every year. P. Buck, A. Charles.
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3.00 Credits
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 during a Short Term. Normally offered every year. Staff.
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3.00 Credits
The story of King Arthur of Britain and his Knights of the Round Table is one of Western civilization's most enduring legends. This course explores those elements of the Arthur story that make it so universally compelling in addition to the ways in which its details have been adapted according to the needs and desires of its changing audience. Topics considered include feudal loyalty and kinship, women and marriage, monsters and magic, the culture of violence and warfare, and the stylistic and narrative features of the legendary mode. Students consider modern versions of the story by Marion Zimmer Bradley and T. H. White, Victorian versions by Tennyson and Beardsley, and, in modern English translations, French, English, and Latin versions made popular in the twelfth through fifteenth centuries. Not open to students who have received credit for Classical and Medieval Studies/English 121C. Not open to students who have received credit for CM/EN 121C. Enrollment limited to 25. S. Federico.
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3.00 Credits
An examination of Tolkien's medieval influences through a study of Anglo-Saxon, Old Norse, and Middle English philology and literature, with particular attention to those texts taught and edited by Tolkien and to The Lord of the Rings as a form of mythology. Enrollment limited to 25. S. Federico.
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3.00 Credits
This course examines from a sociohistorical perspective fictional, autobiographical, and critical writings by Asian American women including Sui Sin Far, Gish Jen, Maxine Hong Kingston, Trinh Minh-ha, Bharati Mukherjee, Tahira Naqvi, Cathy Song, Marianne Villanueva, and Hisaye Yamamoto. Students explore their issues, especially with concerns of personal and cultural identity, as both Asian and American, as females, as minorities, as (often) postcolonial subjects. The course highlights the varied immigration and social histories of women from different Asian countries, often homogenized as "Oriental" in mainstream American cultural representations. Enrollment limited to 25 per section. L. Shankar.
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