Education

 
COURSE OFFERINGS
 
[121]    Introduction to the History of U.S. Education     An introductory survey of the historical foundations of U.S. education. Students will examine both primary and secondary source materials as they explore the historical development of educational institutions and approaches from Puritan New England to present-day U.S. public schools. Formerly offered as Education 197. Four credit hours.  S, U.    

197f    Metacognition and Academic Success    A consideration of factors that contribute to academic and social success in college, highlighting the interrelationship between academic and social contexts. Focuses specifically on metacognition, including attention, memory, mindfulness, reasoning, decision making, and problem solving. Also explores personal strategies and resources that maximize academic success. Prerequisite: Permission of the instructor. One or two credit hours.    ATKINS

[197J]    Creating Media for Social Justice     Explores the process for creating educationally effective media with an emphasis on socially charged curricular areas such as conflict resolution and cultural tolerance. Focuses primarily on digital media that target kids from preschool to teens. Combines extensive screening of programs from around the world with lecture and discussion and independent video/web/graphic/written work. Concludes with a media presentation of the student group's own creative series that addresses an issue for today's American kid. Three credit hours.    

213s    Schools and Society    The complex relationships between schools and society will be examined by reviewing a variety of theoretical perspectives and empirical studies. Topics include social mobility and stratification; social reproduction; the dynamics of race, class, and gender in education; various forms of capital; teaching as a profession; and school choice. Particular attention will be given to the ways that small interactions within educational settings have much larger implications within society. Prerequisite: Sophomore or higher standing. Four credit hours.  U.    HOWARD

215f    Children and Adolescents in Schools and Society     A focus on understanding the experience of contemporary children and adolescents, with a particular concentration on issues of risk and resilience. Topics considered include gender, racial, class, and sexual-orientation differences and the ways in which families, schools, and communities can support the positive development of children and youth. Students work with children at the Alfond Youth Center or the South End Teen Center. Four credit hours.  S, U.    LINVILLE

[217]    Boys to Men    Listed as Women's, Gender, and Sexuality Studies 217. Four credit hours.  S, U.    

231fs    Teaching for Social Justice    A critical exploration of the theory and practice of teaching for social justice in a diverse society. Issues and topics considered include gender, racial, class, and cultural differences in the classroom; curriculum planning and instruction; student motivation and teacher expectations; designing positive learning environments; ability grouping, evaluation, and grading; the use of instructional technologies; and school reform and restructuring. Students serve as assistant teachers in local elementary or middle schools. Four credit hours.  S, U.    LINVILLE

235f    Multiculturalism and the Political Project    Introduction to the critical tradition in education, particularly to the work of critical theorists and postmodern multiculturalists. This work questions Western, patriarchal, capitalistic structures of modern society and its institutions, and through an emphasis on postcolonial, neo-Marxist, feminist, and social theory it attempts to uncover how Western European foundations of American schooling have privileged some and marginalized others. Critical educators work to maintain the link between the struggle for critical knowledge and the struggle for democracy. A forum for students to analyze these basic assumptions and to gain a deeper understanding of the struggle for transformative knowledge and critical democracy. Four credit hours.  S, U.    HOWARD

[242]    History and Philosophy of Progressive Education    A survey of the historical and philosophical foundations of progressive education. Focuses on the principles of progressive education that have offered an alternative to conventional assumptions about teaching, learning, and schooling for nearly a century. These progressive principles are examined against the backdrop of standardization and mechanization that, more than ever, dominate schools in the United States. Formerly offered as Education 298. Four credit hours.    

[257]    Educational Psychology    Psychological principles applied to problems of education. Principles of developmental psychology, motivation, educational testing and measurement, child and adolescent concerns. Emphasis on issues of social justice and power in relationships between adults and young people. Prerequisite: Sophomore or higher standing. Four credit hours.  S.    

298Bs    Gender and Sexuality in Education     Addressing primarily 20th-century contestations over gender and sexuality in U.S. schools. The inclusion of girls in secondary education; gender-specific classes and tracks; hygiene and sex education classes; legislation for equal access for girls and lesbian, gay, bisexual, trans students; exclusion of lesbian and gay teachers and teachers who gender transition. Use of educational frameworks (including multiculturalism, critical pedagogy, and anti-oppressive education) to evaluate school approaches to gender disparities in educational outcomes and verbal and physical harassment of students. Covers historical constructs of gender and sexuality in education, issues faced by administrators and teachers when addressing gender and sexuality disparities in schools, benefits and consequences of various responses. Four credit hours.    LINVILLE

316fs    Education, the Environment, and Social Justice     Environmental education programs in U.S. public schools can be understood as projects aimed at two distinct goals: to raise public awareness of local, national, and global environmental realities, and to inspire young people to become caring and compassionate citizens who are reflective, committed, and responsible caretakers of the Earth and of each other. Issues of power, privilege, and oppression in mainstream environmental education are juxtaposed with concerns and issues raised by the environmental justice movement. Students will examine educational institutions and schooling in the context of environmental justice. Prerequisite: A 200-level education course or Environmental Studies 118 and sophomore standing. Four credit hours.  U.    HOWARD

[322]    Social Class and Schooling    The significance of class as a critical dimension of inequality in the United States. Various theoretical, empirical, and pedagogical perspectives on social class and schooling provide a basis for analyzing class stratification in education. Unraveling the cultural dynamics of class distinctions to understand the social, economic, and cultural landscapes within which young people come to understand the meaning of their schooling in a shifting global economy. Four credit hours.  U.    

[332]    Women, Girls, and the Culture of Education     Designed to provide a deep understanding of girls' psychological and social development through course readings and weekly facilitation of middle school coalition groups. Attuned to the diversity of girls' lives and encouraging them to critically examine and confront the social and material world, we attempt to envision and articulate more equitable and responsive educational environments for girls and young women. Prerequisite: A 200-level course in education or women's, gender, and sexuality studies. Four credit hours.  U.    

337s    Childhood in Society    Listed as Sociology 337. Four credit hours.    ARENDELL

351fjs    Practicum in Education     Serving as assistant teachers in elementary, middle, or high schools, tutoring with small groups, and preparing and presenting lessons to the whole class. Placements can be in the greater Waterville area or elsewhere. Students placed locally meet twice each week with faculty supervisor. Nongraded. Prerequisite: Permission of the instructor. One to three credit hours.    BROWN, HOWARD, TAPPAN

355j    Social Justice Practicum     Students serve as assistant teachers in elementary, middle, or high schools serving under-resourced communities (including schools that are affiliated with Teach for America, KIPP, and similar programs). Students tutor, work with small groups, and prepare and present lessons to the whole class. Nongraded. Prerequisite: Permission of the instructor. Three credit hours.    HOWARD

374s    Teaching Students with Special Needs in Regular Classrooms     Approximately 10 to 15 percent of students in U.S. public schools qualify for special education services; many receive most, if not all, instruction in regular class settings. A consideration of skills and attitudes necessary for teaching students with special needs in regular settings, and an examination of the roles and responsibilities regular educators have for teaching students who qualify for special education. Additional exploration of psychological, philosophical, historical, and legal foundations of special education. Students also are required to spend a minimum of 20 hours during the semester working in a practicum setting with a special needs teacher. Prerequisite: Education 231. Four credit hours.    KUSIAK

431f    Senior Seminar in Curriculum and Methods    A consideration of general methods, curriculum design, and evaluation will be analyzed from a critical/multicultural perspective. Students are asked to explore questions such as whose interests are served by the standard curriculum, predominant teaching methods, and the typical evaluative measures employed in classroom settings? More substantial focus on curriculum and methods as applied to each student's respective discipline will be explored outside of class with assigned mentor teachers. Prerequisite: Senior standing as a professional certification minor. Four credit hours.    KUSIAK

433f    Student Teaching Practicum    Students will serve as student teachers in a local secondary school, working under the supervision of a cooperating teacher. Emphasis on curriculum planning and instruction. Nongraded. Prerequisite: Senior standing as a professional certification minor. Four credit hours.    KUSIAK

437fj    Student Teaching Practicum    Students serve as student teachers in a secondary school, helping adolescents to learn and working with cooperating teacher(s) and support personnel. The student teacher is expected to assume full responsibility for full-time teaching, including planning and presenting unit and daily lesson plans and evaluating student performance. Nongraded. Prerequisite: Education 433. Three credit hours.    KUSIAK

491f, 492s    Independent Study    Independent study of advanced topics and areas of individual interest. Prerequisite: Permission of the instructor. One to four credit hours.    FACULTY

493f    Senior Seminar in Education and Human Development    A critical examination of selected topics and issues in the contemporary study of education and human development. The focus will vary from year to year but will typically entail an in-depth consideration of the psychological, philosophical, social, cultural, and/or historical dimensions of education and human development. Open only to senior minors in education or human development. Four credit hours.  U.    HOWARD