Education Program


Courses of Study

[ED192]    Sexual Violence Prevention Peer Educator Training Under the direction of the Director of the Gender and Sexual Diversity Program and Associate Director of the Pugh Center, preparation for holding student-led, mandatory Sexual Violence Prevention Training sessions for sophomores next fall. Does not count toward the education majors or minors. Nongraded. Prerequisite: Permission of the instructor. One credit hour.
ED201fs    Education and Social Justice An introduction to the relationship between education (theory, research, and practice) and social justice in U.S. schools. Goals include (1) understanding the concept of social justice, the dynamics of power, privilege, and oppression, and how these dynamics shape the experience of students and teachers; (2) developing relationships with children and youth in the greater Waterville area; (3) expanding ethical capacities, including compassion, empathy, respect, responsibility, and commitment to social justice; (4) honing key academic and intellectual skills. In addition, students are required to spend a minimum of 50 civic engagement hours in a local classroom. Previously listed as Education 231. Four credit hours. S, U. Tappan
ED213s    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
ED215f    Children and Adolescents in Schools and Society Explores the lives of contemporary children and adolescents. Goals include (1) understanding how differences in gender, race, ethnicity, social class, and sexual orientation shape the experience of young people; (2) understanding selected theoretical and empirical work in the field of child and youth studies; (3) developing relationships with local young people; and (4) honing key academic and intellectual skills. In addition, students are required to spend a minimum of 25 civic engagement hours working in a local after-school program. Prerequisite: Sophomore or higher standing. Four credit hours. S, U. Tappan
ED221j    Creating Media for Social Change Explores how to create entertaining and educationally effective digital media for youth (preschool to high school), with an emphasis on socially charged curricular areas such as conflict resolution and cultural tolerance. Through extensive screening of media from around the world, lecture, and discussion, students learn to create their own goal-driven media projects. This will include working in small teams to 1) create a short film as part of a collaboration with an Iraqi youth peace initiative, and 2) develop a multimedia, series treatment that addresses an issue that targets American youth. Three credit hours. Pierce
ED222s    Second Language Pedagogy Listed as East Asian Studies 221. Four credit hours. Wang
ED227j    History of Educational Activism Educational activism has existed as long as there have been schools. Will investigate activism and social movements in American education from the early 1900s to the present day. Employing historical case studies, primary sources, and biographies of activists, the course will explore how activists accomplish educational change. It will focus primarily on student- and educator-led activism, including units on the Progressive Era, the Civil Rights/Vietnam Era, teacher strikes, and 21st-century campus activism. Key questions this course will explore are: Who has participated in different education movements? What motivates people to participate? And what impact has activism had in transforming the education experience? Three credit hours. Casalaspi
[ED242]    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. Prerequisite: Sophomore or higher standing. Four credit hours.
ED245f    Dimensions of Educational Equity Explores the historical and societal roots of educational inequality and efforts to build more equitable schooling systems. We will consider the challenges and tensions involved in defining and pursuing "fairness" and "inclusion" in schools, such as how to acknowledge difference without reifying it, and whether differentiation or standardization of schooling promises greater equity. Finally, we will analyze the potential promise and problems of various contemporary reforms aimed at greater educational equity. Four credit hours. U. Yoshizawa
ED247f    Current Policy Issues in U.S. Education Provides an overview of contemporary policy issues in American K-12 and higher education. Topics will include standardized testing and accountability policy, achievement gaps, school choice, Common Core and curriculum reform, teacher turnover and evaluation, mayoral control, affirmative action, and college completion, among others. Particular attention will be given to exploring the challenges of using policy to improve education and the implications of contemporary reforms for American democracy. Four credit hours. Casalaspi
ED249s    Achievement Gap One of the most vexing issues in American education is the achievement gap, or the disparity in educational performance that exists among different subgroups of students, especially groups defined by socioeconomic status, race/ethnicity, or other indicators of privilege. Frequently, the argument is made that schools alone can and will close the achievement gap if appropriate reforms are made and appropriate incentives are put in place. In providing an in-depth look into the causes and potential solutions to the achievement gap, this course examines how social and public policy issues beyond the schoolhouse contribute to disparities in achievement. Students will gain understanding of the achievement gap and the role of public policy in solving it. Four credit hours. Casalaspi
ED297j    Teach Freedom Explores the role of education in a free and democratic society which is necessarily concerned with the production of free people capable of developing minds of their own, even as they recognize the importance of learning to live together in association with others. A central goal of education in a democracy is the creation of independent citizens, not ţsubjects.ŭ We will examine how that lofty goal can be approached, and perhaps achieved. Three credit hours. Ayers
ED297Bj    What Kind of a Person is a Child? Utilizing the arts and reading widely from fiction, legal cases, and human rights reports to explore the boundaries of infancy, childhood, adolescence, and adulthood. We will inquire about child survival, children crossing borders, family separations, child protection, health care, education, adoption, and youth in conflict with the law. We will discuss and debate the roles that race, class, gender, ethnicity and sexual identity play in disproportionate arrest, detention and incarceration of young people, in hazardous labor, sexual violence, child marriage and polygamy, and in the pervasive nature of harmful traditional practices. Three credit hours. Instructor
ED317s    Boys to Men Listed as Women's, Gender, and Sexuality Studies 317. Four credit hours. U. Tappan
ED322s    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. Prerequisite: Introductory course in education or sociology. Four credit hours. U. Howard
ED324f    Elite Schooling in Global Context Elite schooling plays an important role in helping the most powerful and prestigious social classes within nation states maintain and advance their social position. Particular attention will be given to how elite schools outside the United States are altering curricula to meet demands of the global economy; what students in elite schools are taught about their place and purpose in the global world; how future global and national leaders are being prepared; what links exist between elite schools and changing intersections of class, gender, sexuality, and ethnicity; and how elite schools throughout the world unify tradition and innovation. Prerequisite: Education 201, 213, 215, or 231. Four credit hours. I. Howard
ED331f    Curriculum and Methods A consideration of various teaching and assessment methods as well as curriculum design for secondary classrooms. Students develop knowledge and skills to meet Maine Standards for Initial Teacher Certification. Students write and present lesson plans, create assessment protocols, develop a coherent unit of study using a backward design model, and conduct and present a research paper on recommended practices for teaching in their certification content area/discipline. Previously listed as Education 431. Prerequisite: Senior standing as a professional certification minor. Four credit hours. Howard
ED345s    Reform and the Classroom Examines the school and the classroom as contexts for reform. Why does so much of schooling appear to remain unchanged over time? How and when do external policies and pressures shape what teachers and students do? This course draws on sociological studies of schools and teachersĘ work as well as theories on organizational behavior to build an understanding of the processes, structures, and beliefs that enable or constrain change. We will use this framework to analyze reforms and policies aimed at improving classroom instruction, such as curriculum standards, school restructuring, and teacher evaluation. Four credit hours. Yoshizawa
ED347s    Education Policymaking in Theory and Practice Provides students with an understanding of the manifold forces that shape the education policymaking process with an emphasis on governance structures, stakeholders, public engagement, and issue contexts. Drawing on robust theoretical and empirical perspectives, the following questions will be explored: How does education policy get made? Who shapes education policy and in whose interests? How has this constellation of actors evolved over time and how does it vary across issue domains? This course will aim to impart in students an appreciation of the complexity of the education policymaking process, the challenges of reforming education through policy, and the role of research in shaping policy. Four credit hours. Casalaspi
ED351f    Practicum in Education Provides opportunities to serve as assistant teachers, tutor students, work with students individually, observe professional teachers, and prepare and present lesson plans to whole classes in an elementary, middle, or high school. Placement in the Waterville area will be arranged by the professor; students will be responsible for arranging placements in other areas. Nongraded. Prerequisite: Permission of the instructor. One to three credit hours. Howard
ED351Jj    Practicum in Education Provides opportunities to serve as assistant teachers, tutor students, work with students individually, observe professional teachers, and prepare and present lesson plans to whole classes in an elementary, middle, or high school. Placement in the Waterville area will be arranged by the professor; students will be responsible for arranging placements in other areas. Nongraded. Prerequisite: At least one course in education and sophomore standing. Three credit hours. Proto
[ED374]    Educating All Learners in Inclusive Classrooms Considers rights of students and responsibilities of educators as they relate both to teaching students who have disabilities as well as to teaching students with other individual learning characteristics. Course topics explore psychological, philosophical, historical, and policy foundations of special education within a critical frame of disability studies. Students are required to complete a minimum of 20 hours of civic engagement in a classroom that provides accommodations for students with disabilities or other challenges to learning. Prerequisite: Education 201, 213, 215, or 231. Four credit hours.
ED397f    Citizenship and Community What does it mean to be an "engaged citizen?" What is the relationship between identity (self) and community (others)? How are tensions and conflicts between identity and community managed and resolved? This course explores these and other questions via a consideration of the history, culture, and resources of central Maine, the dynamics of power, privilege, equity, and inclusion, and the responsibilities and obligations of democratic citizenship—all framed and informed by the theory and practice of civic engagement. Required of all residents of Alfond Commons. Prerequisite: Residence in Alfond Commons, 150 Main Street. One credit hour. Faculty
ED398s    Community Engagement in Education An examination of the way that communities and schools engage with each other to influence the educational process. This course will be divided into three units: 1) parent and community involvement in the schooling process; 2) community education politics, including local electoral politics and community organizing; and 3) educational practices that promote youth civic engagement. Throughout the semester students will complete an original capstone case study research project that contributes meaningfully to existing knowledge and has direct value to communities in Maine. Because of the research orientation of this course, students will acquire not only content knowledge but also the methodological skills needed to conduct case study research. Prerequisite: A 200-level education, government or sociology course. Four credit hours. Casalaspi
ED433s    Student Teaching Practicum Students serve as student teachers in a local secondary school, working under the supervision of a cooperating teacher. Students manage classrooms and complete administrative tasks associated with secondary teaching. Education Program faculty members make observations in the classroom and note ways in which the student teachers are progressing toward meeting Maine's Standards for Initial Certification of Teachers as well as the ways in which they are applying the framework of teaching for social justice. Nongraded. Prerequisite: Education 437 and Senior standing as a professional certification minor. Four credit hours. Howard
ED437j    Student Teaching Practicum Students serve full-time as student teachers in a local secondary school, working under the supervision of a cooperating teacher and making use of lesson plans, assessments, and unit plans developed in Education 431. Students manage classrooms and complete administrative tasks associated with secondary teaching. Faculty members observe students in the classroom and note their progress toward meeting Maine's Standards for Initial Certification of Teachers and applying the framework of teaching for social justice. Faculty members meet weekly with students to discuss practical aspects of acquiring teacher licensure as well as topics selected jointly by the students and faculty member. Nongraded. Three credit hours. Howard
ED483fj    Honors Project Two to four credit hours. Faculty
ED491f, 492s    Independent Study Independent study of advanced topics and areas of individual interest. Prerequisite: Permission of the instructor. One to four credit hours. Faculty
ED493f    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 in-depth consideration of the psychological, philosophical, social, cultural, and/or historical dimensions of education and human development. Open only to senior majors and minors in education or human development. Four credit hours. Howard
ED494As    Senior Seminar in Creating Equitable Learning Environments Explores theory and research to identify best practices for creating equitable learning environments for all students at the middle and high school levels. Develops the knowledge and skills to plan and execute lessons that address various learning styles and abilities, incorporate and respect cultural differences, and meet the individual needs of students. Prerequisite: Senior standing as a professional certification minor and concurrent enrollment in Education 433 and 494B. Four credit hours. Howard
ED494Bs    Senior Seminar in Professional Certification Further introduces dimensions of the teaching profession and guides students through the initial teaching certification process. Students will design and complete a professional portfolio that addresses the standards for initial teaching certification. They will analyze and critique artifacts as evidence of competency in teaching. Provides opportunities to further develop an understanding and appreciation of the nature and importance of a reflective approach to teaching. Prerequisite: Senior standing as a professional certification minor and concurrent enrollment in Education 433. Four credit hours. Howard