Education Program


Courses of Study

ED120s    Exploring Teachers in Fiction, Art, and Film Examines the ways in which teachers are portrayed in short stories or excerpts from longer literary texts, in art objects from the Colby College Museum of Art, and in both narrative and documentary feature-length cinema. Questions the popular and artistic portrayals of teachers with the realization that critical analyses of these representations can lead to reimagined views of the roles and practices of effective and justice-oriented teachers. Students will write regularly, complete individual research, and make an in-class presentation. Four credit hours. W1. Kusiak
[ED135]    Multicultural Literacy Introduces students to the knowledge and skills that constitute multicultural literacy, including 1) understanding and respecting differences based on race, ethnicity, gender, sexuality, social class, religion, and ability; 2) being aware of one's own culture/background and biases and how these may shape one's interaction with those who are different; 3) mastering key theoretical concepts that shape and inform contemporary approaches to diversity and social justice; and 4) communicating effectively across differences, managing conflict in positive ways, and intervening in negative situations. Prerequisite: First-year standing. Three credit hours. U.
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
ED201f    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
ED201Jj    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. Previously listed as Education 231. Three credit hours. S, U. Ayers
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
ED242f    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. Howard
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. Four credit hours. U. Howard
[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
ED334f    Girls, New Civics, and Youth-Fueled Activism Girls are not future citizens or leaders of tomorrow but present civic actors. In this course, we explore the landscape of "new civics" through youth activism, critical civic participation, and organizing for social justice. Paying close attention to issues of identity, community, and culture, we explore barriers to and examples of girl-generated grassroots organizing and online activism and examine the complexities and possibilities of partnering with youth to address social injustice. Prerequisite: Education 201, 213, or 215 or Women's Gender, and Sexuality Studies 201. Four credit hours. Brown
[ED335]    Girls, Activism, and Popular Culture Listed as Women's, Gender, and Sexuality Studies 335. Four credit hours. U.
[ED351]    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.
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
ED374fs    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. Kusiak
ED376s    Teaching Culturally and Linguistically Diverse Students Examines theory and practice for equitable outcomes for students from culturally and linguistically diverse (CLD) backgrounds. Readings and discussions explore structural, cultural, and interpersonal issues that contribute to educational outcomes for CLD students and identify practices that actively redress opportunity and achievement gaps among them. Topics include equity literacy, second language acquisition, academic language development, assessment of and accountability for CLD students, and practices to support CLD students in mainstream classrooms. Students will participate in organized off-campus visits to community organizations and schools in Maine that serve CLD students. Prerequisite: Education 201, 213, or 215. Four credit hours. Kusiak
ED398s    Research Seminar on Global Citizenship Education An intensive reading and discussion course which explores the ways in which dimensions of learning and teaching point toward questions about boundaries, flows, power relations, belonging, responsibilities, otherness, and interdependence. Focuses on how justice-oriented research is conducted, how data are theorized and analyzed, and how interpretive texts are written. Students work to apply theories and methods in researching the meanings and practices of global citizenship education throughout the world and collaborate on an ethnography of global citizenship education at schools in six countries. Prerequisite: A 300-level course in education or sociology. Four credit hours. I. Howard
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
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. Tappan
ED483f    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, Kusiak
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