Education
Professor: James; Assistant Professors: Roberts, Wright; Certification Officer and Visiting Instructor: Cocores; Associate Professor Grande, chair
The Education Department views American education as a reflection of a set of political, economic and cultural relationships that reflect the dominant social arrangements of U.S. society. Teaching is therefore viewed as a political act. The goal of the Teacher Education Program is to produce critical educators who understand that one of the consequences of living in a pluralistic society is the existence of a variety of conflicting views of what it means to be educated. As such, it works to instill in students a sense of responsibility to participate in the political process by which educational policies are initiated, employed and resisted.
The Department employs a social justice curriculum where students are expected to: (1) achieve excellence in their field, (2) understand classrooms as a reflection of larger social-political and economic forces, (3) develop critical and anti-bias pedagogies and, (4) to view the classroom as a dynamic and dialectical space.
There will be changes in the certification regulations for students who plan to apply for certification after July 1st 2014. (These changes will not affect the students who graduate in June of 2014 as long as they complete all of their requirements and apply for certification before July 1st 2014). Students should check with the Education Department Certification Officer for details.
Elementary Program
State Certificate
Connecticut
College is accredited to prepare elementary school teachers, grades K-6. Candidates for an elementary certificate may
major in any of the academic departments of the College. Connecticut College is also accredited to
prepare music teachers, K-12; for the requirements for the major in music with
a concentration in Music Education see page 229.
The prospective elementary
teacher must have a minimum of 39 semester hours in general education,
including a survey course in U.S. History and study in the following
areas: natural sciences*; social
studies; English; mathematics**; and foreign language or fine arts. The education department may specify areas
of general study depending on a candidate's background.
All students must also meet the
following professional requirements:
Education 103, 223, 304, 313, 341, 445 and 450; Human Development 111,
225. It is advisable to take Education
223 and Human Development 111 in the freshman year, Human Development 225 and
Education 341 in the sophomore year, and Education 304 and 313 in the junior
year.
During either the first or
second semester of the senior year, the student will devote the full semester
to teacher preparation, taking Education 445 concurrently with Education 450.
*Requires
course in science department.
**Requires
course in mathematics department.
Secondary Programs
State Certificate
Connecticut
College is accredited to prepare secondary school teachers in the following
fields: English, history-social
studies, Spanish, mathematics, biology, chemistry, general science, earth
science and physics. Connecticut
College is also accredited to prepare music teachers, K-12; for the
requirements for the major in music with a concentration in Music Education see
page 229.
The prospective secondary
teacher must have a minimum of 39 semester hours in general education including
a survey course in U.S. history and study in five of the following areas: natural sciences*; social studies; fine
arts; English; mathematics**; and foreign language. The education department may specify areas of general study
depending on a candidate's background.
In addition, candidates for secondary certification generally must major
in the area in which they seek certification.
The student must also meet the
following professional requirements: Education
103, 223, 225, 305, 450, and 457; Human Development 225 and 307. It is advisable to take Education 223 in the
freshman year. In the senior year the
student will devote one semester primarily to teacher preparation, taking Education
450 concurrently with Education 457.
*Requires
course in science department.
**Requires
course in mathematics department.
Courses
While the Education Department is committed
to working with all area schools in our coursework, we continue to develop
special partnerships with New London and Groton schools.
EDUCATION
103 DRUG AND AIDS EDUCATION FOR
TEACHERS This course prepares elementary, middle school and secondary educators to
teach drug and AIDS education. Students
will engage in a critical examination of the methods and materials with an
emphasis on: risk factors, approaches
to drug and AIDS prevention, teaching strategies, and the evaluation of
educational materials. One hour
credit, marked as pass/not passed. For
restrictions on the number of one-credit courses that can be applied toward the
minimum degree requirements, see page 332 of the undergraduate catalog. C. Cocores
EDUCATION 202 SCHOOL AND SOCIETY A study of American public education and of the political, economic and social relations of the school to contemporary America. Emphasis on the effects of race, class and gender in the historical development of schooling. Not part of teacher certification program.
Open to sophomores, juniors, and seniors. Enrollment limited to 20 students. This course satisfies General Education Area 3. M. James, S. Grande
EDUCATION 223
FOUNDATIONS OF EDUCATION This course introduces students to the notion of schools as sites of
political struggle. Students examine
this problematic through the historical, sociological, political, and economic
lenses as well as contemporary theories of education: liberal/progressive, traditional/conservative, and
revolutionary/critical theories. Students apply these theories to their examinations of
contemporary public schools and classrooms.
Students are required to complete a minimum 20-hour in-school practicum
as part of this course.
Open to second semester freshmen
and sophomores. Class
is also open to juniors and first semester seniors enrolled in a certificate
program. Enrollment limited to 25 students per section. Offered both semesters. This
course satisfies General Education Area 3.
M. James, S. Grande
Education 225 Curriculum and Classroom Assessment This
course connects learning and teaching with methods of K-12 classroom
assessment. Students will learn how to plan and develop assessment
tools that support their pedagogical decisions. Through the lens
of critical pedagogy, students will evaluate and interpret data produced by
different forms of assessment.
Prerequisite: Course 223. Enrollment limited
to 40 students. Staff
Education 228 Embodying principles and pedagogies of social justice The course maps and interrogates educational and pedagogical theory through movement workshops of African-derived black dance, readings in multidisciplinary texts, and analyses of performance and film. The course studies ways in which dance embodies principles of social justice, enacts social protest, and serves as a critical juncture for action. This is the same course as Comparative Race and Ethnicity/Dance 228.
Open to
sophomores, juniors, and seniors; and to freshmen with permission of the
instructor. Enrollment limited to 30
students. R. Roberts
EDUCATION 274 MUSEUM EDUCATION This is the same course as Art History 274. Refer to the Art History listing for a course description.
EDUCATION
304 MATHEMATICS AND SCIENCE IN
THE ELEMENTARY SCHOOL This course uses critical and
constructivist/inquiry based approaches to understanding concepts in science
and integration of mathematics and science in the elementary classrooms. It includes observation and teaching in
elementary schools. Connections will be developed between the
Education Department’s social justice curriculum and the art of teaching
mathematics and science in elementary schools.
Prerequisite: Course 223 and Human Development 111. Offered first semester. Staff
EDUCATION 305
CURRICULAR THEORIES AND DESIGN IN THE CONTENT AREA Students will engage the major strands of
contemporary curricular theories and design.
The course includes field placements in local public schools, where
students will observe the application of curricular theory, design, and
instructional strategies in their content areas. Emphasis on the connections between curricular theory and
pedagogy, which together constitute praxis.
Prerequisite: Course 223. Enrollment limited to 25 students. S. Grande
EDUCATION 313 CHILDREN, Books, and Culture An examination of the theoretical and practical aspects of the study of stories for children, coming both from oral and written traditions. Special attention to issues of multiculturalism, censorship, and social justice. Students will develop both knowledge of stories and books, and an understanding of how they fit into elementary school classrooms.
Prerequisite: Course 341, and either Human Development 111
or 307. Preference to students in the
elementary school teacher certification program; others with permission of the
instructor. Enrollment limited to 30
students. Offered second semester. R.
Roberts
EDUCATION 316 QUEER PEDAGOGY An examination of the intersection between education, culture, and sexuality. The course employs queer theory/queer pedagogy to analyze classrooms and curricula as racialized, genderized, and sexualized spaces where multiple voices are silenced. The course is not a blueprint for “best practices”; rather it is designed to contribute to the larger debate about the benefit of integrating the relevant theory and pedagogy into the academic curriculum. This is the same course as Gender and Women's Studies 316.
Open to
sophomores, juniors, and seniors; and to freshmen with permission of the
instructor. Enrollment limited to 30
students. This course is not required
for the teacher certification program. Staff
EDUCATION 341 Literacy in the Elementary Schools An exploration of the theoretical and practical approaches to teaching reading and writing within a comprehensive elementary literacy program. Students will examine ways to build social justice classroom communities, which engage children as active readers and writers, and are congruent with national and state guidelines and standards. A three-hour a week field experience in an elementary school is required. Six hours credit.
Prerequisite:
Course 223. Offered second
semester. R. Roberts
EDUCATION 350
EDUCATION AND THE REVOLUTIONARY PROJECT IN LATIN AMERICA Four case studies consider the formal and
informal role of education in twentieth-century revolutionary ideology in
Mexico, Cuba, Nicaragua, and Venezuela.
Through text, film, and interviews, students will compare the four
national revolutionary ideologies to U.S. education. This course is taught in the SATA Oaxaca program only.
Enrollment limited to 30
students. This is a designated Writing
course. M. James
EDUCATION 353
MEXICAN HISTORY This is the same course
as History 353. Refer to the History
listing for a course description.
EDUCATION 353f
MEXICAN HISTORY This is the same as
course as History 353f. Refer to the
History listing for a course description.
EDUCATION 445 STUDENT TEACHING IN THE ELEMENTARY SCHOOL The department will arrange teaching in an area school. Whenever possible, there will be two placements, one urban and the other, suburban. This course allows students to put into practice the department's conceptual framework of social justice. Students will observe and student-teach in the classroom for eleven weeks and take part in a biweekly seminar class. This course is designed to be taken in conjunction with Education 449.
Prerequisite:
Courses 225, 304, and 313; and Human
Development 111 and 225; and permission of the department. Offered both semesters. Eight hours credit. M. James, R. Roberts
EDUCATION 450 STUDENT
TEACHING SEMINAR IN CRITICAL PEDAGOGY: ELEMENTARY
AND SECONDARY SCHOOL Students will observe in a public
school classroom before and after the student teaching experience, taking part
in intensive and rigorous class work designed to prepare participants for the
student teaching experience. They will
learn to incorporate social justice themes and pedagogies into classroom
management, unit design, lesson planning, and student assessment. This course is designed to be taken in conjunction
with either Education 445 or 457.
Prerequisite for elementary certification: Courses 304, 313, and 341; and Human
Development 111 and 225; and permission of the department. Prerequisite for secondary certification: Courses 225 and 305; and Human Development 225 and 307; and
permission of the department. Offered both semesters.
Enrollment limited to 16 students.
S. Grande, M. James, R. Roberts, D. Wright
EDUCATION
457 STUDENT TEACHING IN THE
SECONDARY SCHOOL The department will arrange teaching in an area school. This course allows students to put into
practice the department's conceptual framework of teaching for social
justice. Students will observe and
student-teach in the classroom for eleven weeks and take part in a biweekly
seminar class.
Prerequisite: Course 300B; and Human Development 225 and
307; and permission of the department.
Offered both semesters. Eight
hours credit. S. Grande, C. Cocores
EDUCATION 460 GENDER, POWER AND LEADERSHIP An examination of classic and contemporary conceptualizations of gender, power, and leadership, the interactions among them and the implications of these interactions for the practice of leadership in education, and other fields of student interest.
Prerequisite: Course 223 or a course in Gender and Women’s Studies
or sociology. Enrollment limited to 15
students. Staff
EDUCATION 291, 292 INDIVIDUAL STUDY Independent research work with a selected faculty member. Course may be taken for either two or four credits. The two-credit option requires the student to commit to four to five hours of independent research and/or field work per week. The four-credit option requires the student to commit to eight to ten hours of independent research and/or field work per week.
EDUCATION 391, 392
INDIVIDUAL STUDY Independent
research work with a selected faculty member.
Course may be taken for either two or four credits. The two-credit option requires the student
to commit to four to five hours of independent research and/or field work per
week. The four-credit option requires
the student to commit to eight to ten hours of independent research and/or
field work per week.
EDUCATION 491, 492
INDIVIDUAL STUDY Independent
research work with a selected faculty member.
Course may be taken for either two or four credits. The two-credit option requires the student
to commit to four to five hours of independent research and/or field work per
week. The four-credit option requires
the student to commit to eight to ten hours of independent research and/or
field work per week.
CHILD PSYCHOLOGY See Human Development 111.
EDUCATIONAL MEASUREMENTS See Psychology 303.
SOCIOLOGY 223, ETHNIC AND RACE RELATIONS is recommended for future teachers.
Last Modified: Monday, November 16, 2009 9:39 AM