The curriculum is shared by Bryn Mawr and Haverford Colleges and courses are offered on both campuses.

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 calendars page.

Fall 2020

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
EDUC B210-001Perspectives on Special EducationSemester / 1Lecture: 9:40 AM-12:30 PM TFlaks,D.
EDUC B210-00APerspectives on Special EducationSemester / 1
EDUC B210-00BPerspectives on Special EducationSemester / 1
EDUC B210-00CPerspectives on Special EducationSemester / 1
EDUC B210-00DPerspectives on Special EducationSemester / 1
EDUC B210-00EPerspectives on Special EducationSemester / 1
EDUC B282-001Abolitionist Teaching for Education RevolutionSemester / 1Lecture: 11:10 AM-12:30 PM MTHGoodhart Hall Music RoomWilson,C.

Spring 2021

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
EDUC B200-001Community Learning Collaborative: Practicing PartnershipSemester / 1Lecture: 7:10 PM-10:00 PM MLesnick,A.
Laboratory: 7:10 PM-10:00 PM TH
EDUC B240-001Qualitative ResearchSemester / 1Lecture: 12:55 PM- 2:15 PM TTHDept. staff, TBA
EDUC B266-001Critical Issues in Urban EducationSemester / 1Lecture: 9:55 AM-11:15 AM TTHDept. staff, TBA
Lecture: 9:55 AM-11:15 AM MWF
Lecture: 8:55 AM- 9:45 AM TTH
EDUC B295-001Advocating Diversity in Higher EducationSemester / 1Lecture: 10:10 AM-11:30 AM MWCook-Sather,A.
EDUC B303-001Practice Teaching in Secondary SchoolsSemester / 2Lecture: Date/Time TBADept. staff, TBA

Fall 2021

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

2020-21 Catalog Data

EDUC B200 Community Learning Collaborative: Practicing Partnership
Spring 2021
Designed to be the first course for students interested in pursuing one of the options offered through the Education Program, this course is open to students exploring an interest in educational practice, theory, research, and policy. The course asks how myriad people, groups, and fields have defined the purpose of education, and considers the implications of conflicting definitions for generating new, more just, and more inclusive modes of "doing school". In collaboration with practicing educators, students learn practical and philosophical approaches to experiential, community-engaged learning across individual relationships and organizational contexts. Fieldwork in an area school or organization required
Cross-Cultural Analysis (CC)
Counts toward Africana Studies
Counts toward Child and Family Studies

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EDUC B210 Perspectives on Special Education
Fall 2020
The goal of this course is to introduce students to a range of topics, challenges and dilemmas that all teachers need to consider. Students will explore pedagogical strategies and tools that empower all learners on the neurological spectrum. Some of the topics covered in the course include how the brain learns, how past learning experiences impact teaching, how education and civil rights law impacts access to services, and how to create an inclusive classroom environment that welcomes and affirms all learners. The field of special education is vast and complex. Therefore, the course is designed as an introduction to the most pertinent issues, and as a launch pad for further exploration. Weekly fieldwork 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
Not offered 2020-21
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 B240 Qualitative Research
Spring 2021
This course teaches students to 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. In addition to class meetings, research teams will meet regularly.
Cross-Cultural Analysis (CC)

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EDUC B260 Reconceptualizing Power in Education
Not offered 2020-21
The systematic critical exploration of the influence of power in education requires attention and re-conceptualization; this course investigates the following question: how can power be redistributed to ensure equitable educational outcomes? We will examine the production of transformative knowledge, arguing the necessity for including creativity and multi-disciplinary collaboration in contemporary societies. Supporting students' pursuit of a politics of resistance, subversion, and transformation will allow for the rethinking of traditional education. We will also center the intersections between race, class, gender, sexuality, language, religion, citizenship status, and geographic region, assessing their impact on teaching and learning. Weekly fieldwork required.
Cross-Cultural Analysis (CC)
Counts toward Africana Studies
Counts toward Praxis Program

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EDUC B266 Critical Issues in Urban Education
Spring 2021
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. 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 B282 Abolitionist Teaching for Education Revolution
Fall 2020
This course will focus on the development of a critical consciousness, utilizing abolitionist teaching pedagogy and culturally responsive pedagogy, as tools for social transformation and resistance. Postcolonial Theory and Critical Race Theory will be utilized as lenses for understanding the impact of white supremacy in deeply rooted institutions. Formal schooling is often perceived as a positive vestige of colonization, yet traditional practices often continue a legacy of oppression, in different forms. Postcolonial Theory provides a variety of methodological tools for the analysis of education and culture that are especially relevant in the age of globalization, necessitating the reconceptualization of citizenship. Critical Race Theory offers a set of tenets that can be used to contextualize subjugation and implement practices that amplify the voices of the marginalized. Afro-centrism and Critical Black Feminism inform a revolutionized education, which can, and should, support students' pursuit of a politics of resistance, subversion, and transformation. Students will engage with novels, documentaries, historical texts, and scholarly documents to explore US education as a case study. Experiential trips to Afrocentric and non-traditional educational spaces add depth to our work. In this course, we will consider the productive tensions between an explicit commitment to ideas of emancipation and progress, and the postcolonial concepts and paradigms which impact what is created in the achievement of education revolution.
Cross-Cultural Analysis (CC)
Critical Interpretation (CI)
Counts toward Africana Studies

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EDUC B290 Learning in Institutional Spaces
Not offered 2020-21
This course considers how institutions such as schools and prisons operate as sites of both constraint and learning. Beginning with an examination of educational and penitential institutions, we inquire into how these structures inhibit, propel, and shape learning, and how human beings take up, take on and alter their surroundings. We consider explicit curriculae alongside implicit, hidden curriculae; how do people inside these spaces collude with, subvert, and challenge official agendas as they create their own agendas for learning? We investigate the role of "voice"--speaking out, expressing, engaging in dialogue--in teaching and learning: In what ways can "voice" instigate understanding and change, and how might this be problematic? Students will engage in Praxis placements in schools or prisons.
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 2021
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
Not offered 2020-21
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 2021
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 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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ARTA B251 Arts Teaching in Educational and Community Settings
Not offered 2020-21
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 and practices. 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. Preparation: At least an intermediate level of experience in an art form. This course counts toward the minor in Dance or Theater and towards a major or minor in Education.
Counts toward Counts toward Praxis Program

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ENGL B220 Writing in Theory/Writing in Practice
Not offered 2020-21
This Praxis course is designed for students interested in teaching or tutoring writing at the high-school or college level. The course focuses on current theories of rhetoric and composition, theories of writing and learning, writing pedagogy, and literacy issues. Students will get hands-on experience with curriculum design and lesson planning, strategies for classroom teaching and individual instruction, and will develop digital projects related to multilingual writing and plagiarism. The Praxis components of the course are primarily project-based, but we may also make one or two group visits to local sites where writing is taught.
Critical Interpretation (CI)
Counts toward Counts toward Praxis Program

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POLS B374 Education Politics & Policy in the US
Not offered 2020-21
Studying education politics and policy provides insights into some central concerns of political science and highlights some tensions within the American political system such as: power & influence, government v markets, federalism, equity & accountability, and expertise & citizen participation. This seminar uses education politics as a window into these broader concerns
Counts toward Counts toward Child and Family Studies

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