Community Engaged Courses

Community Engaged Courses connect classroom concepts to community needs in order to enhance learning, promote active citizenship, and foster mutually beneficial ties between the campus and community. In partnership with local agencies, students in community engaged courses apply the knowledge and analytical skills gained in the classroom to address environmental, social, educational, and cultural issues within the actual lives of those most directly affected. Courses with a Community-Based Option provide just that - the option and support to include real community data in a final project.

Community Engaged Courses - Spring 2022

Contemporary American Education (A. Miller, Education)

What are the purposes of public education and what makes it public? Do schools serve an individual good or a collective good? Is Americas system of public education organized to serve these purposes? What is the public’s responsibility towards public education? How do current school reforms affect various stakeholders? The primary objective is to examine the cultural, social, economic, and institutional dilemmas confronting public schooling in the United States today. By approaching these dilemmas as unsolved puzzles instead of systematic failures, important insights are gained into the challenges confronting a democratic society historically committed to the public provision of education. Considers which theories and purposes of education motivate current reform efforts. Likewise, examines who shapes public discourse about public education and by what strategies. Employs a mixed approach of reading, discussion, and class-based activities to explore important educational issues including school reform and finance, charter schools, busing, vouchers, unequal educational opportunities and outcomes; and accountability, standardization, and testing.

Environmental Policy and Politics (E. Johnson, Environmental Studies)

Explores the political, economic, legal, ethical, and institutional dimensions of the environmental policy-making process. Examines the formation and implementation of regulatory institutions and policies across a range of issues in the U.S. and internationally--including terrestrial, coastal and marine natural resources management, biodiversity, water and air pollution, sustainable development, and environmental justice. Prepares students to analyze historical cases as well as contrive and evaluate competing policy alternatives to emerging problems.

Science Education: Purpose, Policy, and Potential (A. Miller, Education)

Why do all Americans need to learn science and what are we doing to improve science education in our schools? With the release of the Next Generation Science Standards and in response to America’s poor standing on international assessments of math and science, there has been a shift in public interest and dialogue around why and how we teach science that is reminiscent of the late 1950s after the Soviet launch of Sputnik. Considers the goals of science education in the United States and explores research and policy related to science curriculum, teaching practice, and student learning.

Student Teaching Practicum (D. Santoro, Education)

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 must be taken concurrently. Students must complete an application and interview. Students with the following are eligible for this course: Education 2203, 3301 , and 3302; junior or senior standing; a cumulative 3.0 grade point average; a 3.0 grade point average in Education 3301 and 3302; 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).

Teaching and Learning Languages and Cultures (M. Boyle, Interdisciplinary)

This course addresses the intersections between world language pedagogy, antibias education, and metalinguistic awareness. Through engagement with current research, students will explore theories of language acquisition and practices of intercultural communication from infancy through adulthood. The course will foster engagement in reflective practice concerning teaching and learning languages and cultures in the classroom, including designing and implementing short lesson plans tied to curricular goals. Students will develop oral and written proficiencies to engage with movements in language advocacy and representation. These experiences will be supported by a partnership with a team of Brunswick public school teachers and the Multilingual Mainers program. The course is open to all students with at least intermediate proficiency in a language other than English.

Past Community Engaged Learning