Director and Associate Professor of Education:
Alison Cook-Sather (on leave 2004-05)
Senior Lecturer and Acting Director:
Field Placement Coordinator and Bryn Mawr College Adviser:
Program Administrator, Certification, and Haverford College Adviser:
The Bryn Mawr-Haverford Education Program is built around three mutually-informing pursuits: the interdisciplinary study of learning as a central human and cultural activity; the investigation of the politics of schooling as a powerful source of personal and societal development; and the preparation of lifelong teachers, learners, and researchers. Education courses are designed according to the premises that people learn through action and reflection, dialogue and silence, collaboration and struggle. In addition to extensive exploration of educational theory, all courses require field placements in community schools ranging from two hours per week in the introductory course to full-time student teaching in the certification program. Students who complete one of the Education Program options (see below) are prepared to become leaders and change agents in whatever professional and human activities they pursue.
The Bryn Mawr/Haverford Education Program offers three options to students interested in education. Students may:
1. Complete a sequence of courses within their four-year undergraduate program leading to state certification to teach at the secondary (grades 7-12) level in Pennsylvania.
2. Complete requirements for secondary certification in a 5th year program begun during the regular undergraduate program at reduced cost (.25 tuition).
3. Pursue a minor in Educational Studies.
4. Take courses that are open to all interested students.
The certification sequence and the minor are described below. Students seeking certification or wishing to complete a minor should meet with the field placement coordinator and adviser as early as possible for advice on scheduling, preferably by the sophomore year. Once enrolled in either program, students must meet with the appropriate adviser at preregistration time each semester.
The Bryn Mawr/Haverford Education Program is accredited by the state of Pennsylvania to prepare candidates for junior and senior high school certification (grades 7-12) in the following fields: Biology, Chemistry, Chinese, Citizenship Education (Social Studies), English, French, German, Latin, Mathematics, Physics, Russian, Spanish and Social Science. Pursuit of certification in Chinese, German, Latin and Russian is subject to availability of student-teaching placements, and students interested in these areas must meet with the Education Program administrator.
Students becoming certified in a foreign language have K-12 certification. Certain interdisciplinary majors and double majors (e.g., Comparative Literature, East Asian Studies or Romance Languages) may also be eligible for certification provided they meet the Pennsylvania standards in one of the subject areas listed above.
To qualify for a teaching certificate, students must complete an academic major (listed above), college general education requirements and the courses listed below.
1. Education 200. Critical Issues in Education.
2. Psychology 203. Educational Psychology.
3. Education 250. Literacies and Education or Education 210. On the Margins.
4. One additional education-related course (see program adviser for options).
5. Education 301. Curriculum and Pedagogy Seminar.
6. Education 302. Practice Teaching Seminar and Education 303. Practice Teaching. These courses are taken concurrently and earn triple credit.
Furthermore, in order to comply with Pennsylvania certification regulations, there are courses within the academic major that are required for those becoming certified. Students should consult with the Education Program administrator regarding course selection and sequencing.
Students preparing for certification must take two courses in English and two courses in mathematics prior to being admitted to the Certification Program. They must attain a grade point average of 3.0 or higher. They must also attain a grade of 2.7 or higher in Education 200 (Critical Issues in Education) and Education 301 (Curriculum and Pedagogy Seminar) in order to practice teach. They must have received a positive evaluation from their cooperating teacher in Critical Issues in Education and be recommended by the director of the Education Program and the chair of their major department. (Students should check with the Education Program administrator regarding admission to the Certification Program because requirements change periodically.)
Critical Issues in Education should be taken by the end of the sophomore year, if at all possible. The Curriculum and Pedagogy Seminar will be offered during the fall semester for seniors and must precede Practice Teaching.
Practice teaching is undertaken for 12 weeks in a local school during the spring semester of the senior year. Note: Practice teaching is a commitment to be at a school for five full school days each week for those 12 weeks.
The bi-college minor in Educational Studies is designed for students with education-related interests, such as plans for graduate study in education, pursuit of elementary certification after graduation or careers that require educational expertise. A variety of positions in administration, management, policy, research and training as well as professions in health, law and social work involve using skills as an educator and knowledge about education. Because students interested in these or other education-related professions major in different subject areas and have different aspirations, they are encouraged to design a minor appropriate both to their major area of study and to their anticipated futures.
All minors in Educational Studies must consult with their adviser to design a coherent course of study that satisfies the requirements below.
1. Education 200. Critical Issues in Education (Bryn Mawr and Haverford).
2. Required education course (one of the following): Education 210. On the Margins; 240. Qualitative Research; 250b. Literacies and Education (Haverford); or Education/Sociology 266. Schools in American Cities.
3. One education-related elective (see program adviser for options).
4. A second education-related elective (see program adviser for options).
5. Education 310a. Defining Educational Practice (Haverford).
6. Education 311b. Field Work Seminar (Haverford).
Students must obtain permission to select another course as an elective.
To synthesize their work in either the Certification Program or the Minor, students produce a portfolio that includes pieces drawn from their courses as well as other sources (volunteering, summer programs, community service, etc.). This portfolio serves as an ongoing forum through which students synthesize their studies. It is developed over the course of the student’s undergraduate years and completed in the Fieldwork Seminar (Minor) or the Practice Teaching Seminar (Certification). For each artifact selected for the portfolio, students write a one-half to one-page analysis of the significance of the piece of work.
EDUC B200. Critical Issues in Education
A critical exploration of historical perspectives on education in the United States, philosophical conceptions of education, structures of schools and schooling, theories of learning, students' experiences, teachers' experiences, issues of race, social equity, culture, gender, labeling, tracking and education as liberation. Two hours a week of fieldwork are required. All sections of the course are limited to 25 students with priority given first to those pursuing certification or a minor in Educational Studies and then to seniors planning to teach. (Cohen, Cook-Sather, Hall, Lesnick, Division I)
EDUC B210. On the Margins: Language, Power and Advocacy in Education
This 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 such issues 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. (Cohen, Division I)
EDUC B219. Writing in Theory/Writing in Practice
(Hemmeter, Division III; cross-listed as English 220)
EDUC B220. Changing Pedagogies in Math and Science Education
(Donnay, Pomeroy, Division II)
EDUC B240. Qualitative Research: Theories, Text and Practices
An examination of the theory and practice of qualitative research, including the epistemological and ethical questions it addresses and occasions. While qualitative methodologies and traditions vary, they converge on the goal of understanding and representing the meanings that people give their experiences within the contexts of their lives. The purpose of this Praxis I course is to prepare students — through a field placement (three hours a week) and the study of linked topics in human development as it intersects with schooling — to read qualitative research critically and to begin to conduct and write research themselves. (Lesnick, Division I) Not offered in 2004-05.
250b. Literacies and Education
A critical exploration of what counts as literacy, who decides, and what the implications are for teaching and learning. Students explore theoretical and historical perspectives on literacy, individual experiences and constructions of literacy, literacy in different communities, and literacies that work within and against the structures of schooling. Enrollment is limited to 25 with priority given to students pursuing certification or the minor in Educational Studies. This is a Praxis I course. (Cohen, Cook-Sather, Lesnick, Division I)
EDUC B251. Arts Teaching in Educational and Community Settings
(Cantor, Division III; cross-listed as Arts in Education 251, Dance 256 and Theater 256) Not offered in 2004-05.
EDUC B266. Schools in American Cities
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 and the Growth and Structure of Cities. This is a Praxis I course. (Cohen, Division I; cross-listed as Growth and Structure of Cities 266)
EDUC B280. Empowering Learners: Theory and Practice of Extra-Classroom Teaching
This course is designed for students who occupy learning support roles. Students will study and contribute to theory-building in the growing field of extra-classroom, informal education, joining the professional conversation now taking place concerning the nuanced types and purposes of such educational endeavors. Ongoing Praxis field placements will serve as sources of experiential learning, cross-setting inquiry, and challenge as students develop as reflective, effective practitioners. Enrollment is limited to 20 students with priority given to those already serving or engaged to serve as tutors (in such contexts as America Counts/America Reads, the Writing Center, Haverford's MAST Program, Supplemental Instruction group leaders, and other extra-classroom learning facilitators) and those pursuing an Educational Studies Minor or Certification. (Lesnick)
EDUC B301. Curriculum and Pedagogy Seminar
A consideration of theoretical and applied issues related to effective curriculum design, pedagogical approaches, and related issues of teaching and learning. Fieldwork is required. Enrollment is limited to 15 with priority given first to students pursuing certification and second to seniors planning to teach. (Cook-Sather, Lesnick, Division I)
EDUC B302. Practice Teaching Seminar
Drawing on participants' diverse student teaching placements, this seminar invites exploration and analysis of ideas, perspectives and approaches to teaching at the middle and secondary levels. Taken concurrently with Practice Teaching. Open only to students engaged in practice teaching. (Cook-Sather, Lesnick, Division I)
EDUC B303. Practice Teaching in Secondary Schools
Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification. (Cook-Sather, Lesnick)
EDUC B310. Defining Educational Practice
An interdisciplinary inquiry into the work of constructing professional identities and roles in education-related contexts. Three to five hours a week of field work are required. Enrollment is limited to 20 with priority given to students pursuing the minor in Educational Studies. (Hall, Lesnick, Division I)
EDUC B311. Fieldwork Seminar
Drawing on the diverse contexts in which participants complete their fieldwork — from Special Education to English as a Second Language classrooms to research organizations and social service agencies, kindergarten to high school — this seminar invites exploration and analysis of ideas, perspectives and different ways of understanding what each person experiences and observes at her/his site. Five to eight hours a week of fieldwork are required. Enrollment is limited to 20. Open only to students completing the minor in Educational Studies. (Hall, Lesnick, Division I)
EDUC B403. Supervised Work
Title II Reporting: Title II of the Higher Education Act (HEA) requires that a full teacher preparation report, including the institution's pass rate as well as the state's pass rate, be available to the public on request. Copies of the report may be requested from Ann Brown, program administrator and adviser, Bryn Mawr/ Haverford Education Program, by e-mail at email@example.com or phone at (610) 896-1491.