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Bryn Mawr College
Bettws-y-Coed
101 North Merion Avenue
Bryn Mawr, PA 19010-2899
Phone: (610) 526-5376
Fax: (610) 526-7476

Haverford College
Founders 028
370 Lancaster Avenue
Haverford, PA 19041-1392

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"We must use what we have to invent what we desire."

-- Adrienne Rich, What is Found There

"Someone who loves must be willing to learn for the very purpose of their loved one’s ability to grow and learn themselves." -- Sula Malina, BMC '17, in a blog post for “Empowering Learners”

Courses at Bryn Mawr and Haverford

Education courses bring students together to create knowledge, build community, and bridge to people and places beyond the campus. The introductory and culminating courses offer gateway and capstone experiences as students launch and complete their studies, while the electives explore interest areas including urban education, language diversity, technology and education, holistic education, special education, and higher education. Education faculty also lead courses in first year writing and as part of the 360 Program at Bryn Mawr. Most Education courses include a field component through which students learn techniques of participant observation and action research as they integrate academic and experiential knowledge, theory and practice, in classrooms and other learning spaces.

This page displays the schedule of Bryn Mawr courses in this department 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 Course Guides page.

For information about the Academic Calendar, including the dates of first and second quarter courses, please visit the College's master calendar.

Fall 2016

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
EDUC B200-001 Critical Issues in Education Semester / 1 Lecture: 9:55 AM-11:15 AM TTH Bettws Y Coed 127 Curl,H.
EDUC B208-001 Race-ing Education Semester / 1 LEC: 12:55 PM- 2:15 PM TTH Bettws Y Coed 127 Cohen,J.
EDUC B210-001 Perspectives on Special Education Semester / 1 Lecture: 1:10 PM- 4:00 PM M Bettws Y Coed 127 Flaks,D.
EDUC B220-001 Changing Pedagogies in Mathematics and Science Semester / 1 Lecture: 7:10 PM-10:00 PM T Park 336 Donnay,V.
EDUC B403-001 Supervised Work Semester / 1 Dept. staff, TBA
EDUC B403-001 Supervised Work Semester / 1 Dept. staff, TBA
SOWK B676-002 Making Space for Learning: Pedagogical Planning and Facilitation Semester / 1 LEC: 9:00 AM-11:00 AM TH SW G3 Cook-Sather,A.

Spring 2017

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
EDUC B225-001 Topics: Empowering Learners: Holistic Approaches to Education and Health Semester / 1 LEC: 11:25 AM-12:45 PM TTH Lesnick,A.
EDUC B244-001 Unsettling Literacy: Praxis Semester / 1 Lecture: 1:10 PM- 4:00 PM W Cohen,J.
EDUC B266-001 Schools in American Cities Semester / 1 Lecture: 12:55 PM- 2:15 PM TTH Cohen,J.
EDUC B295-001 Advocating Diversity in Higher Education Semester / 1 Lecture: 7:10 PM-10:00 PM T Cook-Sather,A.
EDUC B302-001 Practice Teaching Seminar Semester / 1 Lecture: 7:10 PM-10:00 PM T Curl,H.
EDUC B302-001 Practice Teaching Seminar Semester / 1 Lecture: 7:10 PM-10:00 PM T Curl,H.
EDUC B303-001 Practice Teaching in Secondary Schools Semester / 2
EDUC B303-001 Practice Teaching in Secondary Schools Semester / 2
EDUC B403-001 Supervised Work Semester / 1 Dept. staff, TBA
EDUC B403-001 Supervised Work Semester / 1 Dept. staff, TBA
ENGL B244-001 Unsettling Literacy Semester / 1 Lecture: 2:25 PM- 3:45 PM TTH Cohen,J., Dalke,A.

Fall 2017

(Class schedules for this semester will be posted at a later date.)

Courses at Haverford

Fall 2016

COURSE TITLE SCHEDULE/UNITS MEETING TYPE TIMES/DAYS LOCATION INSTRUCTOR(S)
EDUCH275 English Learners in US Schools Semester / 1 MW 2:15-3:45 TBD Curl, Heather
EDUCH301 Curriculum and Pedagogy Semester / 1 W 7:30-10 TBD Curl, Heather


Spring 2016

COURSE TITLE SCHEDULE/UNITS MEETING TYPE TIMES/DAYS LOCATION INSTRUCTOR(S)
EDUCH266 Schools in American Cities Semester / 1 MW 2:30-4 TBD Curl, Heather
EDUCH302 Practice Teaching Seminar Semester / 1 W 7:30pm-10:00pm TBD Curl, Heather
EDUCH311 Fieldwork Seminar Semester / 1 M 7:30-10:00pm TBD Curl, Heather

 

Courses at Bryn Mawr

2016-17 Catalog Data

EDUC B200 Critical Issues in Education Fall 2016 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 exploring an interest in educational practice, theory, research, and policy. The course examines major issues and questions in education in the United States by investigating the purposes of education. Fieldwork in an area school required (eight visits, 1.5-2 hours per visit). Writing Attentive Cross-Cultural Analysis (CC) Counts toward Africana Studies Counts toward Child and Family Studies

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EDUC B208 Race-ing Education Fall 2016 This course investigates education as part of processes of racialization and marginalization and also as a space for challenging these processes. How do race and schooling intersect and interact? How can educators - along with students, parents, and communities - learn and teach critical awareness of race as an idea and a system? With a focus on the U.S., we look at ways in which race as a way of creating power is embedded in earlier iterations of schooling, as in cases regarding access to education for Black, Latinx, and Asian students and in American Indian boarding schools, and how race is differently taken up in the work of such thinkers/educators as W.E.B. Dubois, James Baldwin, and Paulo Freire. We consider how such issues play out in the recent past and contemporary moment through ongoing cases on affirmative action; work in Critical Race Theory and LatCrit by such educators as Patricia Williams and Tara Yosso, and in decolonizing education by Eve Tuck and Gloria Anzaldua; and curriculum and pedagogy in the theory and practice of such educators as Kevin Kumashiro and movements such as Black Lives Matter. We also consider Bryn Mawr's own history, in light of how to move forward through critically engaged education. Cross-Cultural Analysis (CC) Counts toward Africana Studies

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EDUC B210 Perspectives on Special Education Fall 2016 The goal of this course is to introduce students to a range of topics, challenges, dilemmas, and strategies to understand and educate all learners--those considered typical learners as well as those considered "special" learners. Students will learn about: how students' learning profiles affect their ability to learn in school from a functional perspective; how and why students' educational experience is affected by education law (especially special education law); major issues in special education; and how to meet diverse students' needs in an inclusive classroom. Two hours of fieldwork per week required. Cross-Cultural Analysis (CC) Counts toward Child and Family Studies Counts toward Praxis Program

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EDUC B220 Changing Pedagogies in Mathematics and Science Fall 2016 This Praxis course will examine research-based approaches to teaching mathematics and science. What does research tell us about how people learn? How can one translate this learning theory into teaching approaches that will help all students learn mathematics and science? How are these new approaches, that often involve active, hands-on, inquiry based learning, being implemented in the classroom? What challenges arise when one tries to bring about these types of changes in education? How do issues of equity, discrimination, and social justice impact math and science education? The Praxis component of the course usually involves two (2) two hour visits per week for 8 weeks to a local math or science classroom. Cross-Cultural Analysis (CC) Counts toward Praxis Program

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EDUC B225 Topics: Empowering Learners
Section 001 (Spring 2016): Holistic Approaches to Education and Health
Section 001 (Spring 2017): Holistic Approaches to Education and Health Spring 2017 This is a topics course. Course content varies. Praxis course. Prerequisite: EDUC B200 or permission of instructor.
Current topic description: This course supports students in developing their philosophy of educational empowerment with a focus on integrating mind, body, spirit, and emotions in the design of teaching and learning. Drawing on critical disability studies, health studies, mindfulness approaches, and culture-centered understandings, students will gain practical and conceptual tools for strength-based work with individuals and communities
Writing Attentive Cross-Cultural Analysis (CC) Counts toward Praxis Program

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EDUC B242 Education as Play Not offered 2016-17 This course will explore "play" as an individual and social interaction that offers us new insights into the nature of learning, and thus has implications for what might count as "teaching." We will look at play developmentally and across the age span, and in different kinds of urban spaces. We consider casual as well as more formalized spaces, enactments, and expressions of play, such as city parks, schools, music venues, skateboarding and dancing, and art installations--all as potentially "pedagogical" places and activities. We seek to extend our understanding of what play can teach us about problem-solving and creativity; about mediating intra/intercultural spaces within and across communities; and about promoting activism and innovation across diverse identities in city spaces. How can these investigations expand our concept of what is possible for youth and adults in our home communities and our capacity to design relevant interventions? Cross-Cultural Analysis (CC)

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EDUC B244 Unsettling Literacy: Praxis Spring 2017 Taught, by teachers in the Education Program and English Department, each instructor is serving a "term professorship" at Bryn Mawr College, while doing long(er) term instruction at Riverside Correctional Facility in North Philadelphia. We will offer these two "walled communities" as comparative contexts for experiences and reflections on what it means to "learn our letters": What gives us access, to texts and selves? What are the outcomes of such educational processes? Do we imagine "letters," in Frederick Douglas's words, as providing "the pathway from slavery to freedom," and/or (as claimed by a contemporary criminologist) as "training good workers for a problematic system"? Does becoming "lettered" enable learners to fill roles in stratified, normalizing institutions, and/or give us increased leeway in living our lives, perhaps even opening up what educator Jean Anyon calls "radical possibilities"? Co-requisite: Students must register for both EDUC B244 and ENGL B244. Writing Intensive Cross-Cultural Analysis (CC) Counts toward Praxis Program

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EDUC B255 Technology, Education and Society Altering Environments Not offered 2016-17 This course examines the dynamic role and impact of technology in classroom, informal, community, and global contexts. In order to develop agency and judgment in using, creating and evaluating technologies, students will learn via experience and critical exploration of associated questions of power, knowledge, culture, access, and identity. Prerequisite: EDUC 200 Cross-Cultural Analysis (CC)

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EDUC B260 Multicultural Education Not offered 2016-17 An investigation of education as a cultural event that engages issues of identity, difference, and power. The course explores a set of key tensions in the contested areas of multiculturalism and multicultural education: identity and difference; peace and conflict; dialogue and silence; and culture and the individual psyche. Students will apply theory and practice to global as well as specific, localized situations -- communities and schools that contend with significant challenges in terms of equity and places where educators, students, and parents are trying out ways of educating for diversity and social justice. Fieldwork of two to three hours per week. Cross-Cultural Analysis (CC) Counts toward Africana Studies Counts toward Praxis Program

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EDUC B266 Schools in American Cities Spring 2017 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. This is a Praxis II course (weekly fieldwork in a school required) Cross-Cultural Analysis (CC) Counts toward Africana Studies Counts toward Child and Family Studies Counts toward Praxis Program

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EDUC B270 Identity, Access, and Innovation in Education Not offered 2016-17 This course explores formal policies that address dimensions of identity such as race, class, gender, language and dis/ability in education, and the informal ways that such policies play out in access to education and in knowledge construction and production. Praxis placements will provide students with opportunities to work in participatory ways in relation to these issues. Cross-Cultural Analysis (CC) Counts toward Praxis Program

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EDUC B285 Ecologies of Minds and Communities Not offered 2016-17 This course will attend to students' distinctive ways of seeing and being in the world, in the context of communitarian questions of identity, access, and power. How can we re-imagine ecological literacy more deeply and fruitfully with and for diverse students and communities? Cross-Cultural Analysis (CC) Counts toward Environmental Studies

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EDUC B290 Learning in Institutional Spaces Not offered 2016-17 This course considers how the institutions of schools and prisons operate as sites of learning. Beginning with an examination of educational and penitential institutions, we inquire into how these structures both constrain and propel learning, and how human beings take up, challenge and change their surroundings. We investigate the role of "voice"--speaking out, expressing, engaging in dialogue--in teaching and learning: In what ways can "voice" instigate understanding and even change, and how is this notion also complex and problematic? We consider explicit curriculae alongside implicit, even hidden curriculae; how do people inside these spaces collude with, subvert, and challenge official agendas as they create their own agendas for learning? Cross-Cultural Analysis (CC) Counts toward Gender and Sexuality Studies Counts toward Praxis Program

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EDUC B295 Advocating Diversity in Higher Education Spring 2017 As institutions of higher education embrace and even seek greater diversity, we also see an increase in tensions born of differences across which we have little preparation to communicate, learn, and live. This course will be co-created by students enrolled and the instructor, and it will provide a forum for exploration of diversity and difference and a platform for action and campus-wide education. Extensive, informal writing and more formal research and presentations will afford you the opportunity to craft empowering narratives for yourselves and your lives and to take research and teaching beyond the classroom. Two to three hours of campus-based field work required each week. Cross-Cultural Analysis (CC)

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EDUC B302 Practice Teaching Seminar Spring 2017 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. Counts toward Child and Family Studies

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EDUC B302 Practice Teaching Seminar Spring 2017 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. Counts toward Child and Family Studies

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EDUC B303 Practice Teaching in Secondary Schools Spring 2017 Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification.

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EDUC B303 Practice Teaching in Secondary Schools Spring 2017 Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification.

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EDUC B403 Supervised Work

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EDUC B403 Supervised Work

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EDUC B425 Praxis III: Independent Study Praxis III courses are Independent Study courses and are developed by individual students, in collaboration with faculty and field supervisors. A Praxis courses is distinguished by genuine collaboration with fieldsite organizations and by a dynamic process of reflection that incorporates lessons learned in the field into the classroom setting and applies theoretical understanding gained through classroom study to work done in the broader community. Counts toward Praxis Program

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ANTH B271 Museum Anthropology: History, Politics, Practices Not offered 2016-17 This course provides an in-depth exploration of museum anthropology: the critical study of museum practices from an anthropological perspective. The course will fundamentally consider the role of museums in exhibiting culture--the politics of placing cultures on display, from living humans and human remains to cultural objects and artifacts. The course will also consider changing practices in museum anthropology, including repatriation efforts, shifting notions of heritage and identity and the emergence of community-curated exhibitions. This course complements the theoretical explorations of the museum with visits to area museums and hands-on work in Special Collections. Course does not meet an Approach Counts toward Counts toward Museum Studies

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ARTA B251 Arts Teaching in Educational and Community Settings Not offered 2016-17 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 educational contexts. School or community placement 4 hours a week. Prerequisite: At least an intermediate level of experience in an art form. This course counts toward the minor in Dance or Theater. Counts toward Counts toward Praxis Program

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ENGL B244 Unsettling Literacy Spring 2017 Taught, by teachers in the Education Program and English Department, each instructor is serving a "term professorship" at Bryn Mawr College, while doing long(er) term instruction at Riverside Correctional Facility in North Philadelphia. We will offer these two "walled communities" as comparative contexts for experiences and reflections on what it means to "learn our letters": What gives us access, to texts and selves? What are the outcomes of such educational processes? Do we imagine "letters," in Frederick Douglas's words, as providing "the pathway from slavery to freedom," and/or (as claimed by a contemporary criminologist) as "training good workers for a problematic system"? Does becoming "lettered" enable learners to fill roles in stratified, normalizing institutions, and/or give us increased leeway in living our lives, perhaps even opening up what educator Jean Anyon calls "radical possibilities"? Co-requisite: Students must register for both EDUC B244 and ENGL B244. Critical Interpretation (CI) Counts toward Counts toward Praxis Program

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POLS B374 Education Politics & Policy Not offered 2016-17 This course will examine education policy through the lens of federalism and federalism through a case study of education policy. The dual aims are to enhance our understanding of this specific policy area and our understanding of the impact that our federal system of government has on policy effectiveness.

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SOWK B676 Making Space for Learning: Pedagogical Planning and Facilitation Fall 2016 Supported by the Teaching and Learning Institute (TLI) and a grant from The Andrew W. Mellon Foundation, this series of pedagogy workshops for graduate students may be taken in its entirety for course credit, or individual workshops may be attended as stand-alone sessions. Seven two-hour workshops focused on a variety of pedagogical issues (e.g., course design, teaching styles, creating culturally responsive classrooms, grading) are scheduled for both the fall and the spring semesters.* These are interactive workshops, some of which require the completion of reading in advance and some of which include discussion of texts during the workshops themselves, but all of which focus on active, collaborative explorations of pedagogical issues. A full list of the workshop topics is available through the Dean's Office. These workshops count toward the completion of the Dean's Certificate in Pedagogy (http://www.brynmawr.edu/gsas/Resources/certificate.html). Enrollment limited to 5 advanced undergraduates.

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Courses at Haverford

EDUC H200 Critical Issues in Education (Fall 2015)

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 (2 hours per week). Enrollment is limited to 22 students with priority given to students pursuing certification or the minor in educational studies. Writing intensive. (Curl,H.)

EDUC H275 English Learners in US Schools (Fall 2015)

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. Fieldwork in an area school required (2 hours per week). Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies. (Curl,H.)

EDUC H266 Schools in American Cities (Spring 2016)

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. Fieldwork in an area school required (2 hours per week). Enrollment is limited to 25 students with priority given to students pursuing certification or the minor in educational studies. (Curl,H.)

EDUC H301 Curriculum and Pedagogy (Fall 2015)

A consideration of theoretical and applied issues related to effective curriculum design, pedagogical approaches and related issues of teaching and learning. Weekly 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.)

EDUC H302 Practice Teaching Seminar (Spring 2016)

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 H311 Fieldwork Seminar (Spring 2016)

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 hours of fieldwork are required per week. (Curl, H)
Counts toward Child and Family Studies

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