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Students may complete a sequence of courses leading to Pennsylvania state certification to teach at the secondary level, complete requirements for certification in a fifth-year program or complete a minor in educational studies.


Ann Brown, Program Administrator, Haverford Adviser and Concentration Coordinator
Jody Cohen, Lecturer
Alison Cook-Sather, Associate Professor and Director
Barbara Hall, Lecturer
Alice Lesnick, Senior Lecturer
Kristine Lewis, Lecturer
Robyn Newkumet, Field Placement Coordinator and Bryn Mawr 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. Students who complete one of the Education Program options are prepared to become leaders and change agents in whatever professional and human activities they pursue.

The Bryn Mawr/Haverford Education Program offers the following options to students interested in education: students may (1) take courses that are open to all interested students, (2) pursue a minor in educational studies, (3) complete a sequence of courses leading to certification to teach at the secondary (grades 7-12) level in Pennsylvania as part of the four-year undergraduate program, or (4) complete certification requirements begun as undergraduates in a fifth year at reduced tuition.

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.

Requirements for Certification

The Bryn Mawr/Haverford education program is accredited by the state of Pennsylvania to prepare candidates for secondary certification (grades 7-12) in 14 fields: biology, chemistry, Chinese, citizenship education, English, French, German, Latin, mathematics, physics, Russian, social science, social studies and Spanish. Pursuit of certification in Chinese, German, Latin and Russian is subject to availability of student-teaching placements.

Students becoming certified in a foreign language have K-12 certification. Certain interdisciplinary majors and double majors (e.g., romance languages, comparative literature, East Asian studies) 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 distribution requirements and the courses listed below:

  1. Education 200 (Critical Issues in Education).
  2. Psychology 203 (Educational Psychology).
  3. Either Education 250 (Literacies and Education) or Education 210 (On the Margins)
  4. One other education-related course (see program administrator 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 the Pennsylvania certification regulations, there are courses within the academic major that are required for those becoming certified. Again, students should consult with the program administrator regarding course selection and sequencing.

Students preparing for certification must take two courses in English and two courses in math prior to being admitted to the certification program and must attain a grade point average of 3.0 or higher. They must attain a GPA 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 field placement coordinator and Bryn Mawr adviser regarding admission to the certification program as 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 is 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.

Requirements for the Minor in Educational Studies

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 management and training positions, positions in research, administration and policy, as well as professions in social work, health and law, 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 the field placement coordinator and Bryn Mawr adviser to design a coherent course of study that satisfies the requirements below:

  • Education 200 Critical Issues in Education (Bryn Mawr and Haverford).
  • Required education course (Education 210, 225, 240, 250, 260, 266 — see course descriptions below).
  • Two education-related electives (see program administrator for options)
  • Education 310a Defining Educational Practice (Haverford).
  • Education 311b Field Work Seminar (Haverford).

The Portfolio

To synthesize their work in the minor or the certification program, students create a portfolio. The portfolio draws on the work students produce in their courses as well as in their other activities (volunteering, summer programs, community work, etc.); it serves as an ongoing forum through which students synthesize their studies. The portfolio is developed over the course of the student’s college career and is completed in the Field Work Seminar (minor) or the Practice Teaching Seminar (certification). The portfolio consists of a series of artifacts, each accompanied by a one-page analysis of the significance of the piece of 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 or phone at (610) 896-1491.

EDUC B200 Critical Issues in Education

An examination of major issues concerning educational reform through readings, discussions, writing and visits to a school context. Among the issues to be explored are the complexity of U.S. education's history and politics; the meaning of childhood, culture, freedom and difference; learning theories and pedagogical approaches; and the possibilities for educational reinvention and empowerment. Two hours a week of field work are required. Enrollment is limited to 25 students per section with priority given first to those pursuing certification or a minor in educational studies and then to seniors planning to teach. All sections of the course are writing intensive. (Cohen, Cook-Sather, Hall, Lewis, Lesnick, Division I)

EDUC B210 On the Margins: Language, Power and Advocacy in Education

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. (Cohen, Division I) Not offered in 2005-06.

EDUC B219 Writing in Theory/Writing in Practice

(Hemmeter, Division III; cross-listed as ENGL B220)

EDUC B220 Changing Pedagogies in Math and Science Education

This praxis course will examine new pedagogies being used in math and science education and the issues that arise in successfully implementing these new pedagogies. Students will have a placement (4-6 hours/week) with a local teacher who is undertaking some type of pedagogical change in math or science education. The course is being offered jointly by Bryn Mawr College and Arcadia University: several of the weekly sessions will take place at Arcadia. (Donnay, Pomeroy, Division II)

EDUC B225 Empowering Learners: Theory and Practice of Extra-Classroom

This course is designed for students who occupy learning support roles. Students study and contribute to theory building in the field of extra-classroom, informal education, joining the professional conversation concerning the nuanced types and purposes of such educational endeavors. Ongoing Praxis field placements serve as sources of experiential learning, cross-setting inquiry and challenge as students develop as reflective, effective practitioners. Enrollment is limited to 20 with priority given to those already serving or engaged to serve as tutors (in contexts such as America Counts/America Reads and Haverford's MAST Program) and those pursuing certification or a minor in educational studies. (Lesnick)

EDUC B240 Qualitative Research: Theories, Texts 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 per 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 such research themselves. (Cohen, Lesnick)

EDUC H250B 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 ARTA B251, ARTD B256 and ARTT B256)

EDUC H260B Multicultural Education

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. (Cohen)

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 growth and structure of cities. This is a Praxis I course. (Cohen, Division I; cross-listed as CITY B266 and SOCL B266)

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

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