Courses of Study
ED192s 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. Schusterbauer
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. Saba
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. Roy
ED215s 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
ED225j 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 "subjects." We will examine how that lofty goal can be approached, and perhaps achieved. Previously offered as Education 297 (Jan Plan 2019). Three credit hours. Ayers
ED228j Women, Children, Gender, and Human Rights 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. Previously offered as Education 297B (Jan Plan 2019). Three credit hours. Dohrn
[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. Saba
[ED249] 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.
ED297f Schooling Around the World: Comparative Perspectives Introduces students to interdisciplinary approaches that aim for comparing the emergence, function, and purposes of schooling in diverse national as well as sub-national contexts around the world. Students critically examine global phenomena such as colonialism, modernization, and globalization and their impacts on educational systems and practices. Students also examine contemporary issues such as role of nation state and civil society in education, global education reform movements, dialectic relationship between development and education, and alternative methods of teaching and learning. The course will familiarize students to case study research and education policy analysis based on their particular attention to a specific country or global region. Four credit hours. I. Roy
ED297Bj Indigenous Knowledge(s), Education, And Schooling Takes a socio-cultural, philosophical, and historical approach to Indigenous knowledge(s) along with federal and state policies affecting Indigenous peoples, particularly Native Americans, First Nations, and peoples within other postcolonial contexts. Together, we will engage with indigenous knowledge(s) across time and space, both inside and outside of the formal schooling environment. For example, we will consider how critical pedagogy and culturally responsive curriculum aim to transform practices of schooling that continue to exclude Indigenous knowledge(s) and peoples. This class will also consider how culture and knowledge systems of First Nations and Native Americans have been represented in public spaces like museums. Three credit hours. Saba
ED298s Democracy and Education Serves as an introductory examination of the relationship between democracy and education. Many citizens, teachers, and scholars have argued that schools play a central role in maintaining, enhancing, and defending democracy. But are they right? What is democracy? What is the role of schools in a democratic society? What kind of schooling can cultivate effective democratic citizenship? Should promoting democracy be the primary aim of schools? Does the contemporary education system promote or undermine democracy? We will explore these questions and more, working collaboratively to build a critical understanding of democracy, education, and the link between the two. Four credit hours. Murray
ED317f Boys to Men Listed as Women's, Gender, and Sexuality Studies 317. Four credit hours. U. Tappan
ED322f 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. Roy
[ED324] 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.
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. Tappan
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
[ED347] 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.
ED351fs 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. Tappan
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
ED357s Equity and Higher Education Considers issues of social justice, equity, and inclusion as they impact students attending US colleges and universities. The course will focus on theories of student development, critical perspectives on higher education, and the intersection between theory, research, and practice. Prerequisite: At least one 200-level education course. Four credit hours. Tappan
[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.
ED374Jj 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, 245, or 247. Three credit hours. Pariser
ED398As Education and Sustainable Development During the past quarter century, the concepts of sustainability, development, and role of education have been contested by scholars. This course will introduce students to these central debates, develop studentsÓ ability to critically reflect upon sustainable development in an educational context, and prepare them to create, design, evaluate, and share educational materials on sustainability development goals. The course aims to first prepare students ǈbilingual,Ǔ able to utilize terms, theories, and concepts from sustainability, development, and education fields. The course also focuses on some of the most ɧglobalɮ of all sustainable development challenges: climate change, energy systems, population growth, and food systems and their relationships with schooling. Four credit hours. Roy
ED398Bs Gender, Education, and Development A multi-disciplinary analysis of relationships among gender, education, global and international learning, and the politics and practice of international development. The course will consider current debates and policies concerning gender and education around the world, with a particular emphasis on the structures and challenges that have come to be labeled as "development." We will discuss theoretical perspectives on gender, education, and development, including modernization frameworks as well as feminist frameworks. We will also examine common gender and development frameworks used by governments, NGOs, and international organizations. Prerequisite: A 200-level course in Education. Four credit hours. Saba
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. Tappan
[ED437] 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.
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 Educational Studies 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. Tappan
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. Tappan
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. Tappan