Courses

EDUC B105 Education Studies: Theories, Practices, & Possibilities

Spring 2026

This course is designed for students interested in exploring key theories, competencies, and questions in the field of education studies in general and the Education Department at Bryn Mawr and Haverford in particular in relation to each enrolled student's experiences and aspirations. Areas of exploration include: the significance of community-based praxis and research; skill-building in conflict resolution and restorative practice; the nature of assessment; the role of technology in education and society; the meaning and purpose of theory; and, throughout, retrospective experiential reflection in dialogue with students' future goals.

Cross-Cultural Analysis (CC)

Power, Inequity, and Justice (PIJ)

Back to top

EDUC B200 Community Learning Collaborative: Practicing Partnership

Spring 2026

One of the four entry-point options for student majoring or minoring in Education Studies, 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" informed by community-based as well as academic streams of educational practice. 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

Writing Attentive

Cross-Cultural Analysis (CC)

Power, Inequity, and Justice (PIJ)

Counts Toward: Africana Studies; Child and Family Studies.

Back to top

EDUC B220 Changing Pedagogies in Mathematics and Science

Spring 2026

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.

Back to top

EDUC B255 Technology, Education and Society Altering Environments

Spring 2026

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

Critical Interpretation (CI)

Cross-Cultural Analysis (CC)

Counts Toward: Africana Studies; Education.

Back to top

EDUC B275 Emergent Multilingual Learners in U.S. Schools

Fall 2025

This course, offered as both an elective as well as a course required for students pursuing secondary teaching certification in Pennsylvania through the Bi-Co Education Program, operates from a heteroglossic and culturally and linguistically sustaining stance that has four intersecting aims. First, the course seeks to support students in a critical self-examination of the ways that language has shaped their lives and learning, particularly in the context of racism, linguicism, ethno- and euro-centrism, marginalization and austerity in schools and society. Second, students investigate the ways that both historical and contemporary educational policy concerning the education of EMLLs in the United States has operated from a monoglossic orientation that has limited programmatic and pedagogical options within the classroom to those that fail to address the lived realities and needs of this growing population of students. Third, students collaboratively research and present their findings on heteroglossic classroom language practices that, in contrast to those above, respect and leverage students' community cultural wealth and full linguistic repertoires. Fourth, students, drawing upon these findings as well as research on multiple language and literacy acquisition, hone their skills as curriculum designers and pedagogues, working to address EMLLs' diverse strengths and needs in mainstream classrooms and other educational settings. All four aims are bolstered by weekly fieldwork opportunities to learn with and from EMLLs and their educators in the Philadelphia area. Lottery Preference(s): 1. EDUC majors and Certification students; 2. EDUC minors; 3. then by seniority

Cross-Cultural Analysis (CC)

Power, Inequity, and Justice (PIJ)

Counts Toward: Child and Family Studies; Peace Justice and Human Rights.

Back to top

EDUC B290 Co-creation for Equity & Justice: Theory & Practice

Spring 2026

This course explores co-creation of teaching and learning for equity and justice as a growing practice in various national and global contexts. Students will: (a) analyze the theories, traditions, and policies that inform co-creation (e.g., pedagogical partnership; student voice/Committee on the Rights of the Child; the democratic schools movement; critical and feminist pedagogies; decolonizing and anti-racist education); (b) explore practices of co-creation across contexts around the world; and (c) generate an action plan for a co-creation approach appropriate to one of the area of specialization offered through the major in Education Studies (e.g., secondary education, out-of-school contexts, higher education) and focused on fostering equity and justice within that area.

Writing Attentive

Critical Interpretation (CI)

Power, Inequity, and Justice (PIJ)

Back to top

EDUC B300 Community-Engaged Learning: Theory, Research, and Practice

Fall 2025

As one of the foundations of education studies, community-engaged learning requires that students integrate academic and experiential learning, which depends on the development of knowledge, skills, and dispositions to learn from field experience. By examining and enacting community-engaged learning from the perspectives of theory, research, and practice, advanced Education students in this course will extend and deepen prior experience in an educational organization with a blend of continued field work, associated research, and mentoring of Education students new to the setting. Through this approach, enrolled students will a) build an enriched relational, contextual (policy-based and geographic) and historical understanding of a specific educational organization; b) gain an understanding of how practitioners and learners in that site conceptualize their work and goals; and c) study and practice methods for initiating and supporting students of education in successful, imaginative working relationships that foster community-engaged learning towards equity and justice.

Writing Attentive

Counts Toward: Museum Studies; Praxis Program.

Back to top

EDUC B301 Curriculum and Pedagogy Seminar

Fall 2025

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.

Writing Intensive

Counts Toward: Child and Family Studies; Praxis Program.

Back to top

EDUC B403 Supervised Work

Back to top

ENGL B261 Colonizing Girlhoods: L.M.Montgomery and Laura Ingalls Wilde

Fall 2025

This class explores what we can see anew when we juxtapose two iconic figures of North American children's literature: L.M. Montgomery's Anne Shirley and Laura Ingalls Wilder's fictionalized self-portrait, Laura Ingalls. Both characters have risen to mythic proportions in their respective countries, and are powerful signs in an international culture industry. After setting up key eighteenth-century concepts and contexts for what French historian Philippe Ariès calls the "invention of childhood", we will explore the ways in which images of young girls have been deployed as the benign faces of ruthless imperialism, reading through the entirety of each original series. We will track the geographical movement of both heroines, with particular attention to different spatial narratives of nationhood and empire-building, whether manifest destiny in the U.S., or what critic Northrop Frye has termed the "garrison mentality" of Canadian culture. Here we'll be especially attentive to commonalities in how both authors produce class-stratified and racialized notions of girlhood, as well as divergences in how both countries, each still framed to varying degrees as the "infant nation" of Great Britain, yield new and evolving discourses of girlhood.

Critical Interpretation (CI)

Counts Toward: Education Studies; Gender & Sexuality Studies; Gender Sexuality Studies; Gender Sexuality Studies.

Back to top

SOCL B275 Social Problems, Community Conversations

Spring 2026

This Praxis course will create space for students and community members to examine social problems in a co-created, diverse setting. We'll ask questions like: What social problems have shaped our lives? How do they connect to the social problems of other generations? Who defines social problems, and how? Who tries to solve social problems, and how? How might sociology help us shed light on these problems? How can we design and participate in productive dialogues across difference around these social problems? The course will examine a variety of social issues chosen by students and community members (e.g. crime, racial/ethnic inequality, gender inequality, educational, environmental, healthcare, and housing crises, AI, changing workplaces). The course emphasizes co-creation and modes of learning that bring together lived experience, library knowledge, and conversation across diverse communities.

Cross-Cultural Analysis (CC)

Power, Inequity, and Justice (PIJ)

Counts Toward: Education Studies; Praxis Program.

Back to top