The Bryn Mawr-Haverford Education Program invites students to study the discipline of education; explore the interdisciplinary field of educational studies; begin the path of teacher preparation for traditional classrooms; and participate in teaching experiences in a range of classroom and extra-classroom settings. Focused on teaching and learning as social, political, and cultural activities, the Education Program challenges students to explore the relationships among schooling, human development, and society as they gain knowledge and skills of educational theory and practice. Students who complete one of the Education Program options are prepared to become lifelong learners, educators, researchers, leaders and agents of change.
Education courses at Bryn Mawr and Haverford grow from the philosophy that people of all ages learn through action and reflection, dialogue and silence, collaboration and struggle. Faculty members draw on and integrate students' multiple intelligences, personal experience, and cultural knowledge by including them within the curriculum in order to enrich students' inquiries and equip them to do so with the learners they serve.
In keeping with the progressive philosophy of the program, each bi-college education course includes a field component through which students are taught to integrate academic and experiential knowledge, theory and practice, in the classroom and beyond it. Field placements encompass a broad range of educational settings and range from two hours per week in the introductory course to full-time student teaching in the certification program.
Education students experience and learn to facilitate innovative approaches to education while learning from scholars, personal experience, and learners themselves about the promise and problems of education in context. They find that what they learn both inside and outside the college classroom illuminates their intellectual development and that through teaching and learning they are able to interact meaningfully and creatively with other people and with the need to struggle in an ongoing way for justice.
An evolving collection of reflective essays aimed at charting useful pathways through the complexities of mentorship, tutoring, and other forms of learning support, ally-ship, and advocacy. The pieces have been written by students in Alice Lesnick's course, EDUC B225: Empowering Learners: Theory and Practice of Extra-Classroom Teaching.