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The College Catalogue

Education – Courses

First-Year Seminars

For a full description of first-year seminars, see the First-Year Seminar section.

[1015 {15} c. Urban Education.]

1020 {20} c. The Educational Crusade. Fall 2015. Charles Dorn.

Introductory, Intermediate, and Advanced Courses

1101 {101} c - ESD. Contemporary American Education. Fall 2014. Alison Miller. Spring 2015. The Department.

Examines current educational issues in the United States and the role schools play in society. Topics include the purpose of schooling; school funding and governance; issues of race, class, and gender; school choice; and recent reform movements. The role of schools and colleges in society’s pursuit of equality and excellence forms the backdrop of this study.

2203 {203} c - ESD. Educating All Students. Fall 2014. Doris Santoro. Spring 2015. The Department.

An examination of the economic, social, political, and pedagogical implications of universal education in American classrooms. Focuses on the right of every child, including physically handicapped, learning disabled, and gifted children, to equal educational opportunity. Requires a minimum of twenty-four hours of observation in a local secondary school.

Prerequisite: Education 1020 {20} or 1101 {101}.

[2206 {206} b - ESD. Sociology of Education. (Same as Sociology 2206 {206}.)]

2211 {211} c. Education and the Human Condition. Spring 2015. Doris Santoro.

Explores the relationship between education and being/becoming human. Topics may be guided by the questions: What does it mean to be an educated person? How can education lead to emancipation? How might teaching and learning lead to the good life? What is our responsibility to teach the next generation? Readings may include works by Hannah Arendt, John Dewey, W. E. B. Du Bois, Plato, and Jacques Rancière, among others.

2221 {221} c. Democracy’s Citadel: Education and Citizenship in America. Spring 2015. Charles Dorn.

Examines the relationship between education, citizenship, and democracy in America. Questions explored include: What does “public” mean and how necessary is a “public” to democracy? Is there something “democratic” about how Americans choose to govern their schools? What does “citizenship” mean? Is education a public good with a collective economic and civic benefit, a private good with benefits to individuals whose future earnings depend on the quality of their education, or some combination of the two? What type of curriculum is most important for civic education and how should it be taught? What policies are necessary to prevent economic inequality from undermining education’s role in fostering democratic citizenship? To what extent are the concepts of “education for democracy” and “democratic education” related?

Prerequisite: Education 1020 {20} or 1101 {101}.

2222 {222} b. Educational Psychology. Fall 2014. Katherine D. O’Doherty.

Examines theories of how people learn and the implications of those theories for the education of all students, particularly those who have been traditionally underserved in the United States. Concepts grounded in empirical research and authentic activities geared toward understanding the nuances and complexities of perspectives on behavior, cognition, development, motivation, sociocultural identities, and pedagogy in PreK-12 educational contexts. Insights for the ways educators can structure learning experiences to better serve students’ needs from a variety of backgrounds are cultivated through a field placement working with students. (Same as Psychology 2012 {222}.)

Prerequisite: Education 1101 {101}, Psychology 1101 {101}, or placement above Psychology 1101 {101}.

2250 {250} c. Education and Law. Fall 2014. George S. Isaacson.

A study of the impact of the American legal system on the functioning of schools in the United States through an examination of Supreme Court decisions and federal legislation. Analyzes the public policy considerations that underlie court decisions in the field of education and considers how those judicial interests may differ from the concerns of school boards, administrators, and teachers. Issues to be discussed include constitutional and statutory developments affecting schools in such areas as free speech, sex discrimination, religious objections to compulsory education, race relations, teachers’ rights, school financing, and education of the handicapped. (Same as Government 2940 {219}.)

2251 {251} c. Teaching Writing: Theory and Practice. Fall 2014. Kathleen O’Connor.

Explores theories and methods of teaching writing, emphasizing collaborative learning and peer tutoring. Examines relationships between the writing process and the written product, writing and learning, and language and communities. Investigates disciplinary writing conventions, influences of gender and culture on language and learning, and concerns of ESL and learning-disabled writers. Students practice and reflect on revising, responding to others’ writing, and conducting conferences. Prepares students to serve as writing assistants for the Writing Project.

Prerequisite: Permission of the instructor. Selection during the previous spring semester by application to the Writing Project (see page 320).

Education 2272 c. Urban Education. Fall 2014. Doris Santoro.

Explores the roles of urban public schools in their communities, the historic, sociocultural, and economic contexts for urban schools and examines what we know about excellent teaching and learning in urban schools as well as reform and activism efforts in urban schools and their communities. Films and readings interrogate representations of urban students, their teachers, and their schools. Analyzes the purposes, challenges, and possibilities of urban education, considers schools’ relationships to the cities in which they are located, and interrogates the politics of urban teaching. The course perspective views urban schools as sites of promise and innovation as well as sites for social and political struggle. Not open to students who have credit for Education 1015 {15}.

2285 c. The Ivory Tower: Higher Education in American History. Fall 2014. Charles Dorn.

What role do colleges and universities play in the United States today? What role have they played over time? Examines the social, political, and economic tensions that transformed American higher education from a collection of small, narrowly defined, post-secondary institutions in the eighteenth century into a vast, multipurpose educational enterprise in contemporary society.

Prerequisite: Education 1020 {020}, 1101 {101}, or one course in history.

2970–2973 {291–294} c. Intermediate Independent Study in Education. The Department.

2999 {299} c. Intermediate Collaborative Study in Education. The Department.

3301 {301} c. Teaching and Learning. Fall 2014. Charles Dorn and Nancy Jennings.

A study of what takes place in classrooms: the methods and purposes of teachers, the response of students, and the organizational context. Readings and discussions help inform students’ direct observations and written accounts of local classrooms. Peer teaching is an integral part of the course experience. Requires a minimum of thirty-six hours of observation in a local secondary school. Education 3302 {303} must be taken concurrently with this course. In order to qualify for this course students must have previously taken Education 1101 {101} and 2203 {203}; have junior or senior standing; and have a concentration in a core secondary school subject area (English: four courses in English; world languages: four courses in the language; life science: four courses in biology; mathematics: four courses in mathematics; physical science: three courses in chemistry, earth and oceanographic science, or physics, and one course in one of the other departments listed; or social studies: three courses in history and one course in anthropology, economics, government, psychology, or sociology).

Prerequisite: Permission of the instructor.

3302 {303} c. Curriculum. Fall 2014. Charles Dorn and Nancy Jennings.

A study of the knowledge taught in schools; its selection and the rationale by which one course of study rather than another is included; its adaptation for different disciplines and for different categories of students; its cognitive and social purposes; the organization and integration of its various components. Education 3301 {301} must be taken concurrently with this course. In order to qualify for this course, students must have previously taken Education 1101 {101} and 2203 {203}; have junior or senior standing; and have a concentration in a core secondary school subject area (English: four courses in English; world languages: four courses in the language; life science: four courses in biology; mathematics: four courses in mathematics; physical science: three courses in chemistry, earth and oceanographic science, or physics, and one course in one of the other departments listed; or social studies: three courses in history and one course in anthropology, economics, government, psychology, or sociology).

Prerequisite: Permission of the instructor.

3303 {302} c. Student Teaching Practicum. Spring 2015. The Department.

Required of all students who seek secondary public school certification, this final course in the student teaching sequence requires that students work full time in a local secondary school from early January to late April. Grading is Credit/D/Fail. Education 3304 {304} must be taken concurrently. Students must complete an application and interview. Students with the following are eligible for this course: Education 2203 {203}, 3301 {301}, and 3302 {303}; junior or senior standing; a cumulative 3.0 grade point average; a 3.0 grade point average in Education 3301 {301} and 3302 {303}; and eight courses in a subject area that enables them to be certified by the State of Maine (English: eight courses in English; world language: eight courses in the language; life science: six courses in biology and two additional courses in biology, biochemistry, or neuroscience; mathematics: eight courses in mathematics; physical science: six courses in chemistry, earth and oceanographic science, or physics, and one course in each of the other departments listed; or social studies: six courses in history (at least two must be non-United States history) and one course each in two of the following departments: anthropology, economics, government, psychology, or sociology).

Prerequisite: Permission of the instructor.

3304 {304} c. Bowdoin Teacher Scholars Seminar. Spring 2015. The Department.

Taken concurrently with Education 3303 {302}, Student Teaching Practicum. Considers theoretical and practical issues related to effective classroom instruction. Students with the following are eligible for this course: Education 2203 {203}, 3301 {301}, and 3302 {303}; junior or senior standing; a cumulative 3.0 grade point average; a 3.0 grade point average in Education 3301 {301} and 3302 {303}; and eight courses in a subject area that enables them to be certified by the State of Maine (English: eight courses in English; world language: eight courses in the language; life science: six courses in biology and two additional courses in biology, biochemistry, or neuroscience; mathematics: eight courses in mathematics; physical science: six courses in chemistry, earth and oceanographic science, or physics, and one course in each of the other departments listed; or social studies: six courses in history (at least two must be non-United States history) and one course each in two of the following departments: anthropology, economics, government, psychology, or sociology).

Prerequisite: Permission of the instructor.

4000–4003 {401–404} c. Advanced Independent Study in Education. The Department.

4029 {405} c. Advanced Collaborative Study in Education. The Department.


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