ED215

Children and Adolescents in Schools and Society

A focus on understanding the experiences of contemporary children and adolescents, using case materials, literature, film, and autobiographical reflection. The course considers gender, racial, class, and cultural differences, and the ways in which theories and approaches from various disciplines interpret the phenomena of childhood and adolescence. This course also includes a substantial service learning component: Students work with children and adolescents in the after-school program at the Waterville Area Boys & Girls Club/YMCA. Enrollment limited. Four credit hours. S, D. MR. TAPPAN

ED231

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. This course also includes a substantial service learning component: Students serve as assistant teachers in an elementary or middle school. Enrollment limited. Four credit hours. S. D. MS. BARNHARDT

ED235

Revolutionary Multiculturalism and the Political Project

A course designed to introduce students to the critical tradition in education, particularly to the work of revolutionary multiculturalists and critical theorists. This work calls into question the Western, patriarchal, capitalistic structures of modern society and its attendant institutions and through an emphasis on post-colonial, neo-Marxist, feminist, and social theory, it attempts to uncover how the Western-European foundations of American schooling have privileged some and marginalized others. Critical educators have worked to maintain the link between the struggle for critical knowledge and the struggle for democracy. The course provides a forum for students to analyze these basic assumptions and continue the struggle for transformative knowledge and a critical democracy. Enrollment limited. Four credit hours. S, D. MS. BARNHARDT

ED257

Educational Psychology

ED316

Education, 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. In this course, students will discuss the cultural (i.e. philosophical, historical, socioeconomic, and political) foundations of these environmental commitments in education. In doing so, the course will focus on four themes: Rethinking the School Within an Ecological Framework; Environmentalism, Economic Justice, and the School; Feminist Interventions into Environmental Education; and Building Effective Environmental Education Coalitions with Existing Community Resources. Four credit hours. MS. BARNHARDT

ED318

Moral Development and Education

How do moral understanding and ethical sensibility develop over the course of the life span? What is the relationship between human values and educational practice? What role should schools play in fostering and facilitating moral development in children, adolescents, and adults? These questions are explored by considering various classical and contemporary theories of moral development, their philosophical, psychological, and sociocultural premises, and their implications for education. Prerequisite: Education 215, 231, Psychology 255, 257, or permission of the instructor. Four credit hours. MR. TAPPAN

ED332

Women, Girls, and the Culture of Education

ED336

American Education: Historical and Philosophical Foundations

ED351

Practicum in Education

Students serve as assistant teachers in an elementary, middle, or junior high school classroom. Responsibilities include tutoring individual students, working with small groups, and preparing and presenting lessons to the whole class. Placement can be either on-campus or off-campus. Nongraded. Prerequisite: Permission of the instructor. Three credit hours. MR. TAPPAN

ED355

Urban/Multicultural Practicum

Students serve as assistant teachers in an elementary or middle school in an inner-city environment or in an alternative school program. Responsibilities include tutoring individual students, working with small groups, and preparing and presenting lessons to the whole class. Nongraded. Prerequisite: Permission of the instructor. Three credit hours. D. MR. TAPPAN

ED374

Teaching Students With Special Needs in Regular Classrooms

Approximately 10-15 percent of students in public schools in the United States qualify for special education services. Many of these students receive most, if not all, of their instruction in regular class settings. Exploring the skills and attitudes necessary for teaching students with special needs in regular settings and examining the roles and responsibilities regular educators have for teaching students who qualify for special education. Consideration given to the psychological, philosophical, historical, and legal foundations of special education. In addition, students are required to spend a minimum of 20 hours over the course of the semester working in a practicum setting with a special needs teacher. Prerequisite: Education 231. Four credit hours. MS. KUSIAK

ED397

Educational Technology and Student Learning

Participants in this course will examine the ways in which educational technologies are used in schools, consider contemporary discourses about educational technology and more generally about technology and society, and learn techniques for using educational technology in the classroom. Students in the course will engage in research projects related to the use of educational technology and will develop web-based materials to use in teaching. Course activities will provide opportunity for candidates for teacher certification to demonstrate competencies for Maine's Initial Teacher Certification Standards and National Educational Technology Standards for Teachers. Very minimal experience with electronic communication (e-mail) and the use of web browsers (e.g. Netscape or Explorer) are the technological skills that are required to begin the course. Course activities will include reading assigned texts and articles, writing essays about selected readings, participating in and leading class discussions about the reading, submitting discussion points electronically, developing a "curriculum web" and other materials during computer lab sessions (both in-class and independently), completing field experience in a local school, and conducting and presenting a research project related to themes or activities of the course. Four credit hours. MS. KUSIAK

ED431

Seminar in Curriculum and Methods

ED433

Student Teaching Practicum

ED435

Student Teaching Seminar

ED437j

Student Teaching Practicum

ED493

Senior Seminar--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, social, cultural, and/or historical dimensions of education and human development. Open only to senior minors in education or human development. Four credit hours. MR. TAPPAN