2011-2012 Undergraduate Catalog

Education

Students may complete a minor in education, in which there are three tracks: the minor in educational studies, the minor in education leading to secondary teacher certification, and the minor in education leading to elementary teacher certification through a joint program of Swarthmore and Eastern Colleges. Alumnae may also complete the requirements for secondary teacher certification after they graduate through the Post-baccalaureate Teacher Education Program.

Faculty

Jody Cohen, Senior Lecturer and Interim Director, semester I
Alison Cook-Sather, Professor
Heather Curl, Instructor
Debbie Flaks, Instructor
Alice Lesnick, Senior Lecturer and Director (on leave semester I)

The field of education is about teaching people how to teach—and more. The Bryn Mawr/Haverford Education Program is built around four mutually-informing pursuits: teacher preparation; the interdisciplinary study of learning as a central human and cultural activity; the investigation of the politics of schooling; and students' growth as reflective teachers, learners, researchers and change agents.

Courses in the Education Program address students interested in:

  • The theory, process and reform of education
  • Social justice, activism and working within and against systems of social reproduction
  • Future work as educators in schools, public or mental health, community, or other settings
  • Examining and reclaiming their own learning and educational goals
  • Integrating field-based and academic learning

Each education course includes a field component through which instructors seek continuously to integrate theory and practice, asking students to bridge academic and experiential knowledge in the classroom and beyond it. Field placements in schools and other educational settings range from two hours per week in the introductory course to full-time student teaching in the certification program.

The Bi-College Education Program offers several options. Students may:

  • Explore one or more aspects of education in areas of particular interest – such as urban schooling – by enrolling in single courses;
  • Pursue a minor in educational studies;
  • Pursue a minor in education leading to secondary teacher certification;
  • Pursue a minor in education leading to elementary teacher certification at Swarthmore and Eastern Colleges;
  • Complete the secondary teacher certification program after they graduate through the Post-baccalaureate Teacher Education Program;
  • Sub-matriculate (as juniors or seniors) into the University of Pennsylvania, Graduate School of Education's elementary or secondary education Master's program;
    or
  • In a five-year program, complete both the A.B./M.A. program in French, mathematics, physics, or possibly other departments that offer the AB/MA option and the secondary teaching certification program.

The requirements for the minor in education and teacher certification are described below. Students interested in these options, or the other options named above, should meet with the Education Program Adviser as early as possible for advice on scheduling, preferably by the sophomore year.

Requirements for the Minor in Educational Studies

The Bi-College minor in educational studies is an interdisciplinary exploration of the cultural, political, and interactional dimensions of teaching and learning and is designed for students with a broad range of education-related interests, such as graduate study in education, pursuit of elementary or secondary certification after graduation, or careers that require educational expertise. Many professions and pursuits – management and training positions, research, administration and policy work, and careers in social work, health and law -- involve using an educator's skills and knowledge. Civic engagement, community development, and work towards social justice also require knowledge of how people learn and change. Because students interested in these or other education-related pursuits major in different subject areas and have different aspirations, they are encouraged to design a minor appropriate to their major area of study and their anticipated futures.

Requirements for the minor in educational studies include:

  • EDUC 200 Critical Issues in Education
  • Two education courses from among these options: EDUC 210, 220, 225, 240, 250, 255, 260, 266, 270, 275, 280 (see course descriptions below)
  • One education-related elective (see program adviser for options)
  • EDUC 310 Defining Educational Practice or EDUC 301 Curriculum and Pedagogy Seminar
  • EDUC 311 Field Work Seminar

Students must attain a grade of 2.7 or higher in EDUC 310 (Defining Educational Practice) or EDUC 301 (Curriculum and Pedagogy Seminar) in order to take EDUC 311 (Fieldwork Seminar).

Requirements for Secondary Certification

The Bryn Mawr/Haverford Education Program is accredited by the state of Pennsylvania to prepare undergraduates and alumnae for certification in the following subject areas: biology, chemistry, English, mathematics, physics, social studies (as well as citizenship education and social science), and world languages, including French, Latin, and Spanish. Pursuit of certification in Chinese, German, and Russian is also possible but subject to availability of student teaching placements. Students certified in a world language have K-12 certification.

To qualify for a teaching certificate, students must complete an academic major in the subject area in which they seek certification (or, in the case of social studies, students must major in history, political science, economics, anthropology, sociology, or Growth and Structure of Cities and take courses outside their major in the other areas). Within their major, students must select courses that help them meet the state standards for teachers in that subject area. Students must also complete the secondary teacher certification track of the minor in education, taking these courses:

  • EDUC 200 Critical Issues in Education
  • PSYC 203 Educational Psychology
  • EDUC 210 Perspectives on Special Education
  • EDUC 275 English Learners in U.S. Schools
  • EDUC 301 Curriculum and Pedagogy Seminar (fall semester, prior to student teaching)
  • EDUC 302 Practice Teaching Seminar and EDUC 303 Practice Teaching. These courses are taken concurrently for three credits.

Students preparing for certification must also take two courses in English and two courses in math, maintain a grade point average of 3.0 or higher, and pass ETS's PRAXISTM Series of exams for beginning teachers (state requirements). To be admitted to the culminating student teaching phase of the program, students must earn a grade of a 2.7 or higher in both EDUC 200 (Critical Issues in Education) and EDUC 301 (Curriculum and Pedagogy) and be recommended by their major department and the director of the Education Program. To be recommended for certification, students must earn a grade of 2.7 or higher in EDUC 302 (Practice Teaching Seminar) and a grade of Satisfactory in EDUC 303 (Practice Teaching).

Note: Students practice-teach full time for 12 weeks in a local school during the spring semester of their senior year. Given this demanding schedule, students are not able to take courses other than the Practice Teaching Seminar and senior seminar for their major.

Graduates may complete the requirements for secondary teacher certification at Bryn Mawr in a post-baccalaureate program.

Requirements for Elementary Certification Through a Joint Program of Swarthmore and Eastern Colleges

Students interested in a career in elementary education may complete a minor in education at Bryn Mawr while meeting the requirements for a PA elementary teacher certification through a joint program of Swarthmore and Eastern Colleges. The course requirements are:

  • EDUC 200 Critical Issues in Education or EDUC S014 Introduction to Education
  • PSYC 206 Developmental Psychology or PSYC S039 Developmental Psychology
  • EDUC S021 Educational Psychology
  • EDUC S042 Teaching Young Diverse Learners
  • EDUC 275 English Learners in U.S. Schools or EDUC S053 Language Minority Education
  • EDUC 210 Perspectives on Special Education or EDUC S026 Special Education: Issues and Practice
  • EDUC S016 Practice Teaching (2 credits)
  • EDUC S017 Curriculum and Methods

Students preparing for certification must also take two courses in English and two courses in math, maintain a grade point average of 3.0 or higher, and pass ETS's PRAXISTM Series of exams for beginning teachers (state requirements). They must also take EDUC S380 (Communication Arts for Children) and EDUC S401 (Teaching of Reading) in a special summer program at Swarthmore College (additional tuition costs apply). During their senior year, students must pay an additional fee of $1,500 for costs associated with Swarthmore College's supervision of the students' practice teaching.

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 by e-mail at abrown@brynmawr.edu or phone at (610) 526-5376.

EDUC B200 Critical Issues in Education

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
Counts toward Africana Studies concentration
Counts toward Praxis Program concentration
1.0 units
Cohen,J.

EDUC H200 Critical Issues in Education

Curl, H.

EDUC B205 Brain, Education and Inquiry

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.
Division II: Natural Science
CROSS-LISTED AS BIOL-B205
Counts toward Neural & Behavioral Science concentration
1.0 units
Grobstein,P.
Not offered in 2011-12.

EDUC H210 Perspectives on Special Education

Cross-Cultural Analysis (CC)
Flaks, D.

EDUC B219 Writing in Theory/Writing in Practice

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.
Division III: Humanities
CROSS-LISTED AS ENGL-B220
1.0 units
Hemmeter,G.
Not offered in 2011-12.

EDUC B220 Changing Pedagogies in Mathematics and Science

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
Counts toward Praxis Program concentration
1.0 units
Donnay,V.

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

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.
Cross-Cultural Analysis (CC)
Counts toward Praxis Program concentration
1.0 units
Lesnick,A.
Not offered in 2011-12.

EDUC B240 Researching Education on Campus

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
1.0 units
Lesnick,A.
Not offered in 2011-12.

EDUC B250 Literacies and Education

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
1.0 units
Lesnick,A.

EDUC B251 Arts Teaching in Educational and Community Settings

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. This course counts toward the minor in Dance or in Theater.
Division III: Humanities
CROSS-LISTED AS ARTA-B251
Counts toward Praxis Program concentration
1.0 units
Cantor,M.

EDUC B255 Technology, Education and Society Altering Environments

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
1.0 units
Lesnick,A., Glasser,H.
Not offered in 2011-12.

EDUC B258 Finding Knowledge Between the Leaves: 19th-Century Literature of Education

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.
Division I or Division III
CROSS-LISTED AS ENGL-B258
1.0 units
Bruder,A.
Not offered in 2011-12.

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 (weekly fieldwork in a school required).
Division I: Social Science
Cross-Cultural Analysis (CC)
CROSS-LISTED AS CITY-B266
CROSS-LISTED AS SOCL-B266
Counts toward Africana Studies concentration
Counts toward Praxis Program concentration
1.0 units
Curl,H.

EDUC B270 Identity, Access, and Innovation in Education

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
Counts toward Praxis Program concentration
1.0 units
Cohen,J.
Not offered in 2011-12.

EDUC B275 English Learners in U.S. Schools: Policies and Practices

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).
Division I: Social Science
Cross-Cultural Analysis (CC)
Counts toward Praxis Program concentration
1.0 units
Cohen,J.

EDUC B280 Gender, Sex and Education: Intersections and Conflict

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.
Division I: Social Science
Cross-Cultural Analysis (CC)
Counts toward Gender and Sexuality Studies concentration
1.0 units
Glasser,H.
Not offered in 2011-12.

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.
Division I: Social Science
Counts toward Praxis Program concentration
1.0 units
Curl,H.

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.
Division I: Social Science
1.0 units
Curl,H., Cook-Sather,A.
Offered at Haverford in 2011-12.

EDUC H302 Practice Teaching Seminar

Curl, H.

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.
CROSS-LISTED AS EDUC-B433
1.0 units
Curl,H., Cook-Sather,A.

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 fieldwork are required. Enrollment is limited to 20 with priority given to students pursuing the minor in educational studies.
Division I: Social Science
Counts toward Praxis Program concentration
1.0 units
Lesnick,A., Hall,B.
Offered at Haverford in 2011-12.

EDUC H310 Defining Educational Practice

Curl, H.

EDUC B311 Fieldwork Seminar

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.
Counts toward Praxis Program concentration
1.0 units
Lesnick,A.

EDUC B320 Topics in German Literature and Culture

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.
Division III: Humanities
CROSS-LISTED AS GERM-B320
Counts toward Film Studies minor
1.0 units
Meyer,I.

EDUC B403 Supervised Work

1.0 units
Lesnick,A., Cook-Sather,A., Cohen,J.

EDUC B425 Independent Study (Praxis III)

Counts toward Praxis Program concentration
1.0 units
Cohen,J., Lesnick,A., Cook-Sather,A.

EDUC B433 Practice Teaching in Secondary Schools

Supervised teaching in secondary schools (12 weeks) û for students enrolled in the Post-baccalaureate Teacher Educating Program. Two units of credit are given for this course. Open only to non-matriculating students preparing for state certification.
CROSS-LISTED AS EDUC-B303
1.0 units
Curl,H.