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Education

Courses

Spring 2006 Courses

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020. The Educational Crusade: Charles Dorn T 10:00 - 11:25, TH 10:00 - 11:25; Why do you go to school? What is the central purpose of public education in the United States? Should public schools prepare students for college? The workforce? Competent citizenship? Who makes these decisions and through what policy process are they implemented? This course explores the ways that public school reformers have answered such questions, from the “Common School Crusaders” of the early nineteenth century to present advocates of “No Child Left Behind.” Examining public education as both a product of social, political, and economic change and as a force in molding American society, this course will highlight enduring tensions in the development and practice of public schooling in a democratic republic.
101. Contemporary American Education: Doris Santoro GomezM 11:30 - 12:55, W 11:30 - 12:55; 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 Children: Doris Santoro Gomez M 2:30 - 3:55, W 2:30 - 3:55; An examination of the economic, social, political, and pedagogical implications of universal education in American classrooms. The course focuses on the right of every child, including physically handicapped, learning disabled, and gifted, to equal educational opportunity. Requires a minimum of 24 hours of observation in a local elementary school.
205. High School: Suzanne Aldridge M 6:30 - 9:25; A study of the American high school as institution and icon. Examines the evolution of the high school from elite academy to universal adolescent rite of passage. Educational research, first-person narrative, high school students’ and practitioners’ voices, and documentary films guide students in the semester-long creation of several “charter” high schools, from mission through budget and facilities planning to academic program.
285. Drama in Education: Elizabeth Marcus M 10:00 - 11:25, W 10:00 - 11:25; Examines the uses of theater in elementary and secondary education. Includes hands-on experience in the creative drama techniques of children’s theater pioneers Winifred Ward and Viola Spolin. The theories and practices of Brian Way, Geraldine Siks, and Dorothy Heathcote are considered. Students look at ways in which theater is taught from discipline-based, creative dramatic, and drama-in-education perspectives.
302. Student Teaching Practicum: Mary Gallaudet; Because this final course in the student teaching sequence demands a considerable commitment of time and serious responsibility in a local secondary school classroom, enrollment requires the recommendation of the instructors of Education 301 and Education 303. Recommendations are based on performance in Education 301 and Education 303, the student’s cumulative and overall academic performance at Bowdoin, and the student’s good standing in the Bowdoin community. Required of all students who seek secondary public school certification. Grades are awarded on a Credit/D/Fail basis only. Education 304 must be taken concurrently with this course.
302. Student Teaching Practicum: Suzanne Aldridge; Because this final course in the student teaching sequence demands a considerable commitment of time and serious responsibility in a local secondary school classroom, enrollment requires the recommendation of the instructors of Education 301 and Education 303. Recommendations are based on performance in Education 301 and Education 303, the student’s cumulative and overall academic performance at Bowdoin, and the student’s good standing in the Bowdoin community. Required of all students who seek secondary public school certification. Grades are awarded on a Credit/D/Fail basis only. Education 304 must be taken concurrently with this course.
304. Senior Seminar: Analysis of Teaching and Learning: Mary Gallaudet T 6:00 - 7:55; This course is designed to accompany Education 302, Student Teaching Practicum, and considers theoretical and practical issues related to effective classroom instruction.
304. Senior Seminar: Analysis of Teaching and Learning: Suzanne Aldridge T 6:00 - 7:55; This course is designed to accompany Education 302, Student Teaching Practicum, and considers theoretical and practical issues related to effective classroom instruction.
305. Adolescents in School: Susan Langdon; A study of adolescent development within the context of teaching and learning in schools. Designed primarily for those engaged in student teaching. Links theory and research with the student teacher’s practical application in the classroom. Begins with classic conceptions of identity development, and moves to a more contemporary understanding of adolescence, as it both affects and is affected by school. Topics include physical, cognitive, social, and emotional development of the secondary school student.
310. The Civic Functions of Higher Education in America: Charles Dorn T 1:00 - 2:25, TH 1:00 - 2:25; Seminar. What does it mean for an institution of higher education to act in the public interest? How have interpretations of higher education’s public service role changed throughout history? In what ways might a college, such as Bowdoin, fulfill its institutional commitment to promote the “common good”? Examines the civic functions adopted by and ascribed to institutions of higher education in America, from the seventeenth century to the present. Students investigate both how colleges and universities have employed civic rhetoric to advance institutional agendas and how societal expectations of civic responsibility have shaped these institutions over time. Students survey relevant literature in the history of liberal arts colleges, research universities, women’s colleges, and historically Black colleges and universities; learn how historians frame questions, gather and interpret evidence, and draw conclusions; and conduct archival research, culminating in a case study of one institution’s historically defined civic purpose.