Courses at Bryn Mawr
Education courses serve as sites for bringing together students to build and interrogate knowledge. The introductory and culminating courses offer a foundation and a capstone set of supports as students complete their respective programs of study, and the electives offer students the opportunity to pursue and prepare themselves in certain areas of interest, such as urban education, literacy, and populations with special needs. Most courses include a field component through which students are taught to integrate academic and experiential knowledge, theory and practice, in the classroom and beyond it.
This page displays the schedule of Bryn Mawr courses for this academic year. It also displays descriptions of courses offered by the department during the last four academic years.
For information about courses offered by other Bryn Mawr departments and programs or about courses offered by Haverford and Swarthmore Colleges, please consult the Tri-College Course Guide.
For information about the Academic Calendar, including the dates of first and second quarter courses, please visit the College's master calendar
.Spring 2012
| COURSE | TITLE | SCHEDULE/ UNITS |
MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
|---|---|---|---|---|---|
| EDUC B200-001 | Critical Issues in Education | Semester / 1 | Lecture: 11:15 AM-12:45 PM TTH | Taylor Hall D | Cohen,J. |
| EDUC B219-001 | Writing in Theory/Writing in Practice | Semester / 1 | Lecture: 11:15 AM-12:45 PM TTH | English House I | Hemmeter,G. |
| EDUC B250-001 | Literacies and Education | Semester / 1 | Lecture: 11:15 AM-12:45 PM TTH | Bettws Y Coed 127 | Lesnick,A. |
| EDUC B266-001 | Schools in American Cities | Semester / 1 | Lecture: 11:30 AM- 1:00 PM MW | Bettws Y Coed 127 | Curl,H. |
| EDUC B268-001 | Educating for Ecological Literacy | Semester / 1 | LEC: 11:00 AM-12:00 PM MWF | Dalton Hall 119 | Cohen,J. |
| EDUC B303-001 | Practice Teaching in Secondary Schools | Semester / 2 | |||
| EDUC B433-001 | Practice Teaching in Secondary Schools | Semester / 2 |
Fall 2012
(Class schedules for this semester will be posted at a later date.)
Spring 2013
(Class schedules for this semester will be posted at a later date.)
Courses at Haverford
Spring 2011
| COURSE | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
|---|---|---|---|---|---|
| EDUCH200 | Critical Issues in Education | Semester / 1 | MW 2:30-4:00 | Stokes 016 | Curl, Heather |
| EDUCH240 | Researching Education on Campus: Qualitative Methods of Assessment and Action | Semester / 1 | T 7:30-10:00 | Stokes 014 | Lesnick, Alice |
| EDUCH302 | Practice Teaching Seminar (For student teachers only) | Semester / 1 | M 7:30-10:00 | Gest 102 | Curl, Heather |
Fall 2011
| COURSE | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
|---|---|---|---|---|---|
| EDUCH200 | Critical Issues in Education | Semester / 1 | MW 12:30-2:00 | Sharpless 412 | Curl, Heather |
| EDUCH210 | Perspectives on Special Education | Semester / 1 | M 7:30-10:00 | Stokes 010 | Flaks, Debbie |
| EDUCH310 | Defining Educational Practice | Semester / 1 | M 7:30-10:00 | Sharpless 412 | Curl, Heather |
Spring 2012
| COURSE | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
|---|---|---|---|---|---|
| EDUCH200 | Critical Issues in Education | Semester / 1 | MW 2:30-4:00 | TBD | Curl, Heather |
| EDUCH302 | Practice Teaching Seminar | Semester / 1 | M 7:30-10 | TBD | Curl, Heather |
Courses at Bryn Mawr
EDUC B200 Critical Issues in Education Spring 2012 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. Fieldwork in an area school required (six visits, 1.5-2 hours per visit). Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies. Writing intensive. (Cohen,J. -- Division I: Social Science) EDUC B205 Brain, Education and Inquiry Not offered 2011-12 A lecture/discussion course exploring intersections between the neural and cognitive sciences and the theory and practice of education, with the aim of generating useful new insights and productive lines of inquiry in both realms. Prerequisite: Some college-level course work in Biology, Psychology or Education; permission of the instructor. (Grobstein,P. -- Division II: Natural Science) Cross-listed as BIOL B205 EDUC B219 Writing in Theory/Writing in Practice Spring 2012 This course is designed for students interested in tutoring college or high-school writers or teaching writing at the secondary-school level. Readings in current composition studies will pair texts that reflect writing theory with those that address practical strategies for working with academic writers. To put pedagogic theory into practice, the course will offer a praxis dimension. Students will spend a few hours a week working in local public school classrooms or writing centers. In-class collaborative work on writing assignments will allow students to develop writing skills and share their insights into the writing process with others. (Hemmeter,G. -- Division III: Humanities) Cross-listed as ENGL B220 EDUC B220 Changing Pedagogies in Mathematics and Science Fall 2011 This course examines perspectives related to teaching and learning math and science, including questioning why (if at all) it is important for people to learn these subjects, what is viewed as successful teaching and learning in these disciplines, and how people learn math and science. This is a half semester course. (Donnay,V., Glasser,H. -- Division I: Social Science) EDUC B225 Empowering Learners: Theory and Practice of Extra-Classroom Teaching Not offered 2011-12 This Praxis course is for students in extra-classroom tutoring and mentoring roles on and off campus. In addition to school settings, sites of play and livelihood are examined as sites of teaching and learning for people of various ages and phases of life. Focus is on learning to facilitate and assess learners' growth within a context, challenging prescribed roles, and identifying structural barriers and opportunities. This is a half-credit course. (Lesnick,A.) EDUC B240 Researching Education on Campus Not offered 2011-12 This course will teach students use and interpret observation, survey, interview, focus group, and other qualitative methods of educational research, as well as to read and write about such research. Course projects could include assessment of the staff/student work through the Teaching and Learning Initiative as well as of other projects faculty, students, and staff wish to study within the bi-college context. In addition to class meetings, research teams will meet regularly. (Lesnick,A. -- Division I: Social Science) EDUC B250 Literacies and Education Spring 2012 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. Fieldwork required. (Writing Intensive Praxis I). Priority given first to those pursuing certification or a minor in educational studies. (Lesnick,A. -- Division I: Social Science) EDUC B251 Arts Teaching in Educational and Community SettingsSection 001 (Fall 2011): Educational and Community Settings Fall 2011 This is a Praxis II course intended for students who have substantial experience in an art form and are interested in extending that experience into teaching and learning at educational and community sites. Following an overview of the history of the arts in education, the course will investigate underlying theories. The praxis component will allow students to create a fluid relationship between theory and practice through observing, teaching and reflecting on arts practices in education contexts. School or community placement 4-6 hours a week. Prerequisite: at least an intermediate level of experience in an art form. (Cantor,M. -- Division III: Humanities) Cross-listed as ARTA B251 EDUC B255 Technology, Education and Society Altering Environments
Section 001 (Spring 2011): Altering Environments Not offered 2011-12 This course will examine technology in education and consider its complex impact on teaching, learning, and social organization. In order to develop agency in using, creating and evaluating technology, students will learn via experience, critical examination, collaboration, and exploration of associated issues of power, knowledge, culture, access, and identity.This is a half-credit course. (Lesnick,A., Glasser,H. -- Division I: Social Science) EDUC B258 Finding Knowledge Between the Leaves: 19th-Century Literature of Education Not offered 2011-12 This class will examine innovative extra-institutional methods and spaces of learning. We will explore a genealogy of unconventional and progressive models of instruction found in imaginative literature, in personal letters, and in material culture. Our readings will range from novels by Catharine Maria Sedgwick and Louisa May Alcott to poetry and letters by Walt Whitman and Emily Dickinson to personal narratives by Henry David Thoreau and Booker T. Washington. (Bruder,A. -- Division I or Division III) Cross-listed as ENGL B258 EDUC B266 Schools in American Cities Spring 2012 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 (weekly fieldwork in a school required). (Curl,H. -- Division I: Social Science) Cross-listed as CITY B266 Cross-listed as SOCL B266 EDUC B268 Educating for Ecological Literacy Spring 2012 This course examines how education can help people deeply understand and constructively respond to real, complex challenges such as managing shared resources. We consider policies and practices that can empower educators, students, and communities to become "ecologically literate" agents of change for a more sustainable and socially equitable world. (Cohen,J.) EDUC B270 Identity, Access, and Innovation in Education Not offered 2011-12 This course explores formal policies that attempt to address race, gender, and language in education and the informal ways that such policies play out in access to education and in knowledge construction and production. Participatory action research involves students in working with an urban high school. (Cohen,J. -- Division I: Social Science) EDUC B275 English Learners in U.S. Schools: Policies and Practices Fall 2011 This course focuses on educational policies and practices related to language minority students in the U. S. We examine English learners' diverse experiences, educators' approaches to working with linguistically diverse students, programs that address their strengths and needs, links between schools and communities, and issues of policy and advocacy. Prerequisite: EDUC 200 (Critical Issues in Education). This is a Praxis I course (weekly fieldwork in a school or other educational setting). (Cohen,J. -- Division I: Social Science) EDUC B280 Gender, Sex and Education: Intersections and Conflict Not offered 2011-12 This course explores the intersections and conflict between gender and education through focus on science/mathematics education and related academic domains. It investigates how gender complicates disciplinary knowledge (and vice-versa), the (de)constructing and reinforcing of genders (via science and schooling), and ways gender troubles negotiation of disciplines. Implications for teaching, society, and social justice, as well as relationships among different cultural categories, will be explored. (Glasser,H. -- Division I: Social Science) EDUC B301 Curriculum and Pedagogy Seminar Fall 2011 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. (Curl,H. -- Division I: Social Science) EDUC B302 Practice Teaching Seminar Not offered 2011-12 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. (Curl,H., Cook-Sather,A. -- Division I: Social Science) EDUC B303 Practice Teaching in Secondary Schools Spring 2012 Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification. (Curl,H.) EDUC B310 Defining Educational Practice Not offered 2011-12 An interdisciplinary inquiry into the work of constructing professional identities and roles in education-related contexts. Three to five hours a week of fieldwork are required. Enrollment is limited to 20 with priority given to students pursuing the minor in educational studies. (Lesnick,A., Hall,B. -- Division I: Social Science) EDUC B311 Fieldwork Seminar Not offered 2011-12 Drawing on the diverse contexts in which participants complete their fieldwork, this seminar invites exploration and analysis of ideas, perspectives and different ways of understanding his/her ongoing fieldwork and associated issues of educational practice, reform, and innovation. Five to eight hours of fieldwork are required per week. Enrollment is limited to 20. Open only to students completing the minor in educational studies. (Cohen,J.) EDUC B320 Topics in German Literature and Culture
Section 001 (Fall 2011): Education in German Literature and Culture Fall 2011
Current topic description: What conceptualizations of education emerged in the German Enlightenment and during the 19th and 20th centuries in German-speaking countries? Does education support specific goals shared across a nation, support the status quo, or question dominant paradigms? How are notions of religion, gender, sexuality, class, race, and national identity reflected in education? And how do adult and children's literature, as well as film, grapple with these issues? Language of instruction: English. (Meyer,I. -- Division III: Humanities) Cross-listed as GERM B320 EDUC B403 Supervised Work (Cohen,J., Lesnick,A.) EDUC B425 Independent Study (Praxis III) (Cohen,J.) EDUC B433 Practice Teaching in Secondary Schools Supervised teaching in secondary schools (12 weeks) - for students enrolled in the Post-baccalaureate Teacher Educatino Program. Two units of credit are given for this course. Open only to non-matriculating students preparing for state certification. (Curl,H.)
Courses at Haverford
EDUC H200 Critical Issues in Education
Fall 2011 and Spring 2012
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. Fieldwork in an area school required (six visits, 1.5-2 hours per visit). Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies. Writing intensive. (Curl,H.)
EDUC H210 Perspectives on Special Education
Fall 2011
The goal of this course is to introduce students to a range of topics, challenges, dilemmas, and strategies in understanding and educating all learners—those considered typical learners as well as those considered “special” learners. Students will learn more about: how students’ learning profiles affect their learning in school from a functional perspective; how and why students’ educational experience is affected by special education law; major issues in the field of special education; and a-typical learners, students with disabilities, and how to meet diverse student needs in a classroom. Two hours of fieldwork per week required. Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies. (Flaks, D.)
EDUC H302 Practice Teaching Seminar
Spring 2012
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. (Curl, H)
EDUC H310 Defining Educational Practice
Fall 2011
An interdisciplinary inquiry into the work of constructing and researching professional identities and roles in education-related contexts. Three to five hours a week of fieldwork are required. Enrollment is limited to 20 with priority given to students pursuing the minor in educational studies. (Curl, H.)