Fall 2010 Courses

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101. Contemporary American Education
Mariana Cruz M  1:00 - 2:25
W  1:00 - 2:25
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 the reform movements of the 1990s. The role of schools and colleges in society’s pursuit of equality and excellence forms the backdrop of this study.
203. Educating All Students
Charles Dorn T  1:00 - 2:25
TH 1:00 - 2:25
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, to equal educational opportunity. Requires a minimum of twenty-four hours of observation in a local elementary school.
215. Adolescents in School
Kathryn Byrnes T  6:30 - 9:25
Engages students in a study of adolescent development within the context of teaching and learning in schools. It asks: 1) How do adolescents learn and develop? 2) Why are identity and context so influential in adolescent learning and development? 3) What practices and principles can schools/adults employ to promote adolescent engagement, motivation, interest in and skills for learning? We begin with classic conceptions of identity development, and move to more contemporary understandings of adolescence as it both affects and is affected by school. Topics include physical, cognitive, social, and emotional development of the secondary school student and how this development impacts and is impacted by the learning environment.
251. Teaching Writing: Theory and Practice
Kathleen O'Connor T  11:30 - 12:55
TH 11:30 - 12:55
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.
301. Teaching
Nancy Jennings T  8:00 - 8:55
TH 8:00 - 8:55
F  8:00 - 8:55
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 303 must be taken concurrently with this course.
302. Student Teaching Practicum
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 304 must be taken concurrently. Students must complete an application and interview.
303. Curriculum
Charles Dorn T  9:00 - 9:55
TH 9:00 - 9:55
F  9:00 - 9:55
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 301 must be taken concurrently with this course.
304. Senior Seminar: Analysis of Teaching and Learning
The Department 
Designed to accompany Education 302, Student Teaching Practicum, and considers theoretical and practical issues related to effective classroom instruction.
325. Mindful Learning
Kathryn Byrnes T  1:00 - 3:55
TH 1:00 - 3:55
An exploration of the educational techniques/methods that human beings have found, across cultures and time, to concentrate, broaden and deepen awareness of thoughts, emotions, and bodily sensations. Holistic and interdisciplinary lens on the theory and processes of how people learn. Focus on educational models that encourage and foster mindful learning such as Montessori and Waldorf. Seminar-style dialogue on course readings complemented by contemplative practices such as yoga, meditation, tai chi.