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Course Criteria
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4.00 Credits
Introduction to the critical tradition in education, particularly to the work of critical theorists and postmodern multiculturalists. This work questions Western, patriarchal, capitalistic structures of modern society and its institutions, and through an emphasis on postcolonial, neo-Marxist, feminist, and social theory it attempts to uncover how Western European foundations of American schooling have privileged some and marginalized others. Critical educators work to maintain the link between the struggle for critical knowledge and the struggle for democracy. A forum for students to analyze these basic assumptions and to gain a deeper understanding of the struggle for transformative knowledge and critical democracy. Four credit hours. S, U. HOWARD
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3.00 Credits
Psychological principles applied to problems of education. Principles of developmental psychology, motivation, educational testing and measurement, child and adolescent concerns. Emphasis on issues of social justice and power in relationships between adults and young people. Prerequisite: Sophomore or higher standing. Four credit hours. S.
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4.00 Credits
A survey of the historical and philosophical foundations of progressive education. Focuses on the principles of progressive education that have offered an alternative to conventional assumptions about teaching, learning, and schooling for nearly a century. These progressive principles will be examined against the backdrop of standardization and mechanization that more than ever dominate schools in the United States. Four credit hours. HOWARD
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3.00 Credits
Designed to provide a deep understanding of girls' psychological and social development through course readings and weekly facilitation of middle school coalition groups. Attuned to the diversity of girls' lives and encouraging them to critically examine and confront the social and material world, we attempt to envision and articulate more equitable and responsive educational environments for girls and young women. Prerequisite: A 200-level course in education or women's, gender, and sexuality studies. Four credit hours. U. BROWN
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4.00 Credits
Listed as Sociology 337. Four credit hours. ARENDELL
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3.00 Credits
Serving as assistant teachers in elementary, middle, or high schools, tutoring with small groups, and preparing and presenting lessons to the whole class. Placements can be in the greater Waterville area or elsewhere. Students placed locally meet twice each week with faculty supervisor. Nongraded. Prerequisite: Permission of the instructor. One to three credit hours. BROWN, HOWARD, TAPPAN
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3.00 Credits
Students serve as assistant teachers in elementary, middle, or high schools serving under-resourced communities (including schools that are affiliated with Teach for America, KIPP, and similar programs). Students tutor, work with small groups, and prepare and present lessons to the whole class. Nongraded. Prerequisite: Permission of the instructor. Three credit hours. TAPPAN
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20.00 Credits
Approximately 10 to 15 percent of students in U.S. public schools qualify for special education services; many receive most, if not all, instruction in regular class settings. A consideration of skills and attitudes necessary for teaching students with special needs in regular settings, and an examination of the roles and responsibilities regular educators have for teaching students who qualify for special education. Additional exploration of psychological, philosophical, historical, and legal foundations of special education. Students also are required to spend a minimum of 20 hours during the semester working in a practicum setting with a special needs teacher. Prerequisite: Education 231. Four credit hours. KUSIAK
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3.00 Credits
The significance of class as a critical dimension of inequality in the United States. Various theoretical, empirical, and pedagogical perspectives on social class and schooling will be presented to provide a basis for analyzing class stratification in education. Students will examine diverse perspectives for understanding the social, economic, and cultural landscapes within which young people come to form the meaning of their schooling in a shifting global economy. Prerequisite: Sophomore or higher standing. Four credit hours. HOWARD
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3.00 Credits
A consideration of general methods, curriculum design, and evaluation will be analyzed from a critical/multicultural perspective. Students are asked to explore questions such as whose interests are served by the standard curriculum, predominant teaching methods, and the typical evaluative measures employed in classroom settings More substantial focus on curriculum and methods as applied to each student's respective discipline will be explored outside of class with assigned mentor teachers. Prerequisite: Senior standing as a professional certification minor. Four credit hours. KUSIAK
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