Courses and Requirements

The goal of Hamilton's Education Studies Program is to allow students to focus on a particular major while receiving intensive hands-on training and guidance in the educational dimensions of that discipline.

Characterized by an inquiry-oriented approach to the field of education, coursework in this interdisciplinary minor is integrated into, rather than separated from, the liberal arts curriculum of the College. This course of study is recommended for students who are interested in school administration, public policy and education, school counseling, design and development of curriculum, educational assessment, K-12 private school teaching, graduate studies leading to teaching certification and other related fields. Support from local public school districts allows students to complete upward of 120 hours of field experience in the elementary, middle and/or secondary school environments.

The five-unit minor in education studies consists of 200, 350 and three other courses.

Courses applied toward meeting concentration requirements may not be applied toward a minor in education studies.

124 F Philosophy of Education.
What is education? How is education manifested in individuals, schools, and society? We’ll start the term by examining the nature of knowledge. Then, we’ll turn to how people learn, before proceeding to think about how we can teach others. Finally, we’ll look at schools, how they are and how they could be. We’ll focus on philosophical questions at the roots of education and learning. Readings will be both historical and contemporary and will include a diverse range of views. (Writing-intensive.) (Social, Structural, and Institutional Hierarchies.) Taught in alternating years. (Same as Philosophy 124.) Maximum enrollment, 16. Marcus.

200 F Issues in Education.
Exploration of the cultural foundations of the American Public Education system and theories used to analyze and understand education. Study of the impact of key education reform movements on today’s dynamic and often troubled pre-K through 12th grade classroom environments. Consideration of several contemporary educational issues from historical, philosophical, scientific, multicultural and pedagogical perspectives. Includes lecture, discussion, multi-media projects and small-group interaction. Department.

201 F Methods of Tutoring English to Speakers of Other Languages.
Prepares students to perform as ESOL tutors by providing discussion of the practical approaches, methods and techniques tutors use in classroom settings. Using a communicative curricula that emphasizes function over form, this course addresses language teaching methods, interactive strategies for integrated learning for non-native speakers or English language learners and limited English proficient students. Discussion of the concept of culture helps tutors recognize the influence of culture on patterns of thinking and behaving, and language acquisition. Course provides students with the Hamilton College ESOL Tutor Certificate of Completion. Fifteen lecture hours and 20 field study and/or service learning hours required. One-quarter course credit. Evaluated Satisfactory/Unsatisfactory. Maximum enrollment, 18. Britt-Hysell (fall), Bartle (spring).

202 S Methods of Tutoring English to Speakers of Other Languages II.
Familiarizes students with ESOL (English for Speakers of Other Languages) methods and materials. Emphasis on adapting them for tutorial use in various settings. Close examination of refugee communities with primary focus on Utica. Study of cultural, educational, and social effects of refugees. 20 field study and/or service learning hours required. One-quarter course credit. Evaluated Satisfactory/Unsatisfactory. Maximum enrollment, 20. Bartle.

[204 S] Urban Education.
Shaped by social, political, and economic forces, urban schools reflect diverse societal issues and inequalities. In this course, students will first examine the historical foundation in which issues and inequalities in urban schools are rooted by exploring such topics as urban development and distribution of economic opportunity, migration, immigration, segregation, housing and rezoning. Next, students will explore how inequalities impact urban schools and then how experiences in urban schools reproduce inequalities of access and opportunity to education. Prerequisite, Educ 200, an introductory social science course, or permission of instructor.

[206 F] Pedagogy, Power and the Politics of Knowledge.
Whose knowledge matters? How do students experience claims to knowledge? How does critical pedagogy disrupt traditional hierarchies in educational institutions and foster the inclusion and engagement of multiple voices, experiences and diverse knowledge? This course explores of the theories and praxis of critical pedagogy. Oppression, privilege, power and critical points of transformation will be examined in context of curriculum, instruction, and students’ classroom experiences across education contexts (K-12 and higher education). Prerequisite, introductory course in Education Studies or consent of instructor.

207 F The University.
Just what is a university, understood anthropologically? How do we understand its many subcultures, its organizational forms, its economies and its ideological functions? In this course, we will critically examine these questions, and discuss how “the university” is shaped by forces of globalization, migration, neoliberalism, and discourses of diversity. We will read ethnographies about “the university”, analyzing how “the university,” as a cultured institution, produces and reproduces various forms of inequality as well as generates new forms of subjectivity. (Writing-intensive.) Prerequisite, EDUC 200 or ANTHR 113. (Same as Anthropology 207.) Maximum enrollment, 18. Chenyu Wang.

210 S Curriculum Decision-Making.
The research and scholarship of curricular decision-making is studied to better understand the form and substance of the American public school. Federal and state regulations, standards, and testing processes will be considered when looking at innovative and sometimes controversial curricular plans and models. Case studies, curriculum development activities, and oral reports are used. (Proseminar.) Prerequisite, 200 or permission of instructor. Next offered spring, 2017. Maximum enrollment, 16. Department.

[215 F] Anthropology of Muslim Youth.
Investigates the social experiences and mediatized representations of Muslim youth through ethnography and multimodal artifacts. Emphasizes deconstructing the semiotics of the “Muslim” figure in public discourse to understand, and critique, how this construction leads to various forms of anti-Muslim racism, but also attending to the forms of response and resistance from Muslim youth. Prerequisite, Anth 113. (Same as Education Studies 215 and Anthropology 215.) Maximum enrollment, 12.

[215 F] Anthropology of Muslim Youth.
Investigates the social experiences and mediatized representations of Muslim youth through ethnography and multimodal artifacts. Emphasizes deconstructing the semiotics of the “Muslim” figure in public discourse to understand, and critique, how this construction leads to various forms of anti-Muslim racism, but also attending to the forms of response and resistance from Muslim youth. Prerequisite, Anth 113. (Same as Education Studies 215 and Anthropology 215.) Maximum enrollment, 12.

225 F Online Teaching and Learning: Theories, Models, and Design.
No longer an alternate methodology or supplemental approach for K-16 education, the dominant emergence of online learning now requires an accelerated set of decisions around equity, inclusion, the role of teacher, learner, and technology, academic rigor and the future of the American public education system. Online learning theories and models will be examined and experienced through interviews with practitioners, readings, and application of virtual instructional design, development and delivery practices. (Speaking-Intensive.) (Experiential Learning.) Taught using blended/online format. Maximum enrollment, 20. Susan Mason.

241 S Theatre for Social Change; Youth and Education.
The course examines how theatre provokes, promotes and produces social change through engaging with youth. (Social, Structural, and Institutional Hierarchies.) (Proseminar.) (Same as Theatre 241.) Maximum enrollment, 16. Jeanne Wilcoxon.

[250] Technology in Education: Issues and Opportunities.
What is the difference between learning from technology and learning with technology? This course explores the role of technology in learning and critically analyzes the cognitive, social, political, and logistical aspects of education technology in the K-12 public school setting. Students will research and develop a learning model incorporating technology in a proposal for a specific grade range in a public school system of the future. Hands-on experiences critically assessing technology in constructivist based learning are required. Prerequisite, one full-unit education studies course or permission of instructors. Multimodal assignments are required. Maximum enrollment, 20.

270 F,S Foundations of Quantitative Tutoring.
This course explores the theory and practice of teaching and tutoring methods for quantitative topics through literature, research, and experiential opportunities. Students will engage with topics relevant to learning, academic support, and teaching through a mix of readings, reflections, and discussions from a variety of academic disciplines including: education, student development, cognitive and behavioral psychology, communication, and quantitative reasoning. Practical tutoring applications and projects will be included. This course is designed for newly hired QSR tutors. Prerequisite, Enrollment by permission of instructor. 1/2 Credit Maximum enrollment, 20. Benjamin Smith.

297 S Experiencing Empathy.
Explores the education landscape in New Orleans, Louisiana during the years since Hurricane Katrina through on-site interviews and filmmaking. Course involves travel to the city for one week during spring recess. Students engage in approximately 14 pre- and post-travel training and discussion sessions as well as one week of interviewing and filmmaking in New Orleans. Focus on developing empathy through contact with and representations of subjects. May be repeated once for credit. This is a 0.50 credit course. Maximum enrollment, 8. Chaise LaDousa with Phyllis Breland and Janet Simons.

301 S Seminar in Teaching English to Speakers of Other Languages.
Addresses the general principles of language acquisition and pedagogy for teaching English to non-native speakers as a second or foreign language. Specific classroom application of principles and guidelines are emphasized through lesson and unit plan development. Themes are taught interactively, creating a collaborative learning environment that facilitates communicative language teaching focusing on student-to-student interaction and learning. Students finish course with an experiential and theoretical understanding of how to facilitate a quality ESOL classroom. Prerequisite, permission of instructor. Three lecture hours and three field study and/or service learning hours per week. Course provides students with the Hamilton College ESOL Teacher Certificate of Completion. Maximum enrollment, 12. Britt-Hysell.

308 S Curiosity: An Ethnographic Approach.
Examines education as a site to analyze shifting cultural, political, and economic processes. The course will use the concept of curiosity as a fulcrum by which to dig into these debates: who can be curious, about what, when, and why? What are the economic, political, and social processes that enable or constrain curiosity for different populations? Students will create podcasts based on fieldwork across Hamilton’s campus. They will use ethnographic techniques to identify the manifestations of curiosity while learning the tenants of rapport building, ethics, and research-based narrative. Prerequisite, EDUC 200 or permission of instructor. (Same as Anthropology 308.) Maximum enrollment, 12. Arjun Shankar.

[311] Youth and Cultural Reproduction.
The notion of youth as a lifespan period has grown in salience and pervasiveness in the world. Explores three major aspects of social scientists’ attention to youth: as a category to probe intersections among culture, aesthetics, and class in post-industrial societies; as a means for imagining the relationship between colonial and post-colonial forms of governance; and as a means for tracing the flows of capital among nation-states. Youth thus provides us with a window into pressing concerns in late-20th and early-21st century social science. Prerequisite, 100-level anthropology course or consent of instructor. (Same as Anthropology 311.)

318 F Anthropology of Education.
Examines the school as a site for the reconstruction of cultural difference. Special attention paid to links between schooling and the nation, to connections between schooling and modernity, and to themes such as discipline, value, gender, language and labor. Examples from Bolivia, Tanzania, India and the United States, among other nation-states. Concludes with a consideration of globalization, specifically the rise in neoliberal approaches in the governance of school systems. Prerequisite, one course in anthropology or consent of instructor. (Same as Anthropology 318.) LaDousa.

329 S Globalization and Education.
While human communities have always been connected to one another in important ways, recent history has seen a quickening of transportation and communication, increasing the circulation of people, objects, and forms across significant distances. What are the effects of such circulation, for whom, and in what geographies? How does such circulation shaped education around the world? We will examine several “problem-spaces” relevant to the study of education, such as globalization and race, immigration, global testing and assessment regimes, education and human rights, etc. (Same as ANTHR 329). Prerequisite, Educ 200 or consent of instructor. (Same as Anthropology 329.) Maximum enrollment, 12. Chenyu Wang.

[333] Design, Development, and Delivery of Instruction.
Study of theoretical and practical approaches to the design, development, delivery, and assessment of learner-centered instruction. Topics include planning and organizing instructional messages, adapting to learner styles, using Socratic discourse, integrating instructional technologies, and identifying classroom teacher prerogatives. Experiential sessions and videotaping. Prerequisite, One full unit Education Studies course or permission of instructor. Maximum enrollment, 18.

335 F Educational Leadership.
Investigation of critical topics/issues/contexts of educational leadership using the pillars of engaged citizenship, social innovation, and transformational leadership. Some topics to be addressed are: Qualities of Leaders; Federal Policies and Leadership; State Leaders, Local Leadership; K-12 Administrators as Leaders; Teacher Leadership, and Parental Leadership (e.g. Opt Out, Advisory Boards, Classroom Volunteers, Parent-Teacher Associations. This seminar will draw on Hamilton’s network of education leaders at the Federal, State, and Local levels for in-class lectures and discussions. Prerequisite, EDUC 200 or EDUC 350. Maximum enrollment, 12. Tracy Facchini.

339 S Brown v What: Race and Education in the US.
When it comes to American schools and universities, race is everywhere. Schools are sites where many students learn what race is. This seminar examines how education is used to make the racial “other,” and how educators and activists use education politically for equality and social justice. The course will also examine how contemporary educational practices continue to make and remake racial categories in the context of formal and non-formal education. Prerequisite, Educ 200, introductory course in anthropology, or consent of instructor. (Same as Anthropology 339.) Chenyu Wang.

350 S Ethnography and Education.
This course provides an introduction to doing ethnography in the context of education. It will provide students with a theoretical and conceptual understanding of ethnography as a mode of social inquiry into education and schooling in contemporary societies. It will also introduce students to the process of ethnographic research methods in formal and non-formal education contexts. Students will practice methods such as participant observation, interviews, and oral history through in-class exercises, as well as conduct a mini-ethnographic project of their own. Prerequisite, 200 or consent of instructor. Maximum enrollment, 12. Department.

370 S Education Practicum.
Applied field experience in a K-12 functional area, including classroom instruction, guidance counseling or school administration. Mentored activities with education professionals. Semester-long placements directed toward analysis and evaluation of educational theories in practice. Prerequisite, 200 or consent of director. Maximum enrollment, 15. Wieczorek, Hunt.

395N Clinical Teaching Intensive Special Needs.
Each student is assigned full-time teaching responsibilities, under supervision, in a setting with learners with intensive special needs. Includes extensive practicum experience with a focus on teaching and case management. Papers and attendance at weekly seminars required. Course available to students enrolled in the cooperative program at the New England Center for Children; earns two course credits with only one course credit counting toward requirements for the minor in education studies. Evaluated Satisfactory/Unsatisfactory.

415 S Race, Class, Gender, Sexuality, Nationality and Ableism and US Education.
An examination and analysis of intersectionality and the interplay of race, class, gender, sexuality, nationalism and ableism in US education, historically, sociologically, and in terms of policy and praxis in the lives of students and educators. Prerequisite, One course in Women’s and Gender Studies and/or Education Studies. (Same as Women's and Gender Studies 415.) Maximum enrollment, 12. Vivyan Adair.

(from the Hamilton Course Catalogue)

Contact Information

Education Studies Program

198 College Hill Road
Clinton, NY 13323
Back to Top