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Course Criteria
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3.00 Credits
NA/QU (Cross-listed in Mathematics) J.Sabloff
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3.00 Credits
SO (Cross-listed in Writing Program) B.Hall An examination of major issues concerning educational reform through readings, discussions, writing, and 3-4 visits to a school context. Among the issues to be explored are the complexity of U.S. education; the meaning of childhood, culture, freedom, and difference; and the possibilities for educational reinvention and empowerment. Prerequisite: None. (Satisfies the freshman writing requirement.)
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2.00 Credits
SO B.Hall Designed to be the first course for students interested in pursuing one of the options offered through the Education Program, this course is also open to students who are not yet certain about their career aspirations but are 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 of the course 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 fielwork are required. Enrollment is limited to 25 students per section with priority given to students pursuing certification or the minor in educational studies. Both sections are writing intensive. Typically offered every semester.
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3.00 Credits
SO D.Flaks The course explores the schooling experiences, strengths and needs of student populations frequently marginalized by their differences from the mainstream. We use a cultural perspective as well as contacts with educators, parents, and students to address issues such as labeling, how (different) children learn and teachers teach, and how policies intersect with practice. Students conduct field research in school placements. Enrollment is limited to 25 with priority given to students pursuing certification or the minor in Educational Studies.
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3.00 Credits
A.Lesnick This seminar explores how tutoring, mentoring, and others types of learning support engage and transform issues of authority, role, expertise, and the nature of knowledge. Praxis field placements include campus roles as teaching assistant, MAST mentor; off-campus programs; and two new staff-student educational programs at Bryn Mawr. Enrollment limited to 20 students. Priority given to students pursuing certification or the minor in Educational Studies. This is a Praxis I course.
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3.00 Credits
SO J.Cohen A critical exploration of what counts as literacy, who decides, and what the implications are 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. Field work required. (Writing Intensive Praxis I). Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in Educational Studies. (Satisfies the social justice requirement.) Offered at Bryn Mawr in 07-08.
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3.00 Credits
SO B.Hall An investigation of the notion of multicultural education. This course problematizes the history, meanings, purposes, and outcomes of multicultural education and engages students in researching and reinventing what is possible in education for, with, and about a diverse world. Field work required. Enrollment limited to 25. Priority given first to those pursuing certification or a minor in Educational Studies. (Satisfies the social justice requirement.)
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3.00 Credits
SO (Cross-listed in Growth and Structure of Cities and Sociology) J. Cohen Taught at Bryn Mawr. 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. Enrollment is limited to 25 with priority given to students pursuing certification or the minor in Educational Studies and to majors in Sociology or Growth and Structure of Cities. This is a Praxis I course.
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3.00 Credits
SO A. Cook-Sather A consideration of theoretical and applied issues related to effective curriculum design, pedagogical approaches, and related issues of teaching and learning. Enrollment limited to 15. Priority goes to seniors in the certification program who are planning to take Practice Teaching and seniors interested in careers in education. Field work is required. Typically offered every Fall.
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