You will tailor your own education coursework with the support of faculty, and your studies will be fully integrated with Hamilton's innovative liberal arts curriculum. Local schools will become your classroom because you will put in at least 75 hours of fieldwork there.

About the Minor

One of the most revealing indicators of a college’s educational quality is the number of educators it produces: It's no coincidence that education consistently ranks as one of the top fields in which Hamilton graduates begin their careers. Many teach in private schools or work in volunteer teaching corps; others advance to graduate study in education.

The education minor designation provides an opportunity for us to specialize in another field, too, far better than my friends who went to teaching schools. Ultimately, I feel far more prepared to meet my goal of a career in education rather than simply a career in a classroom.

Carter Dorsett ’17 — public policy major, education studies minor

A member of Hamilton’s Education Studies Program Committee will help each education minor determine a course of study that fits his or her interests. When they’re in the field, students will observe teachers, tutor and coach, study with administrators and policymakers, plan enrichment programs, work in resource rooms and more.

Careers After Hamilton

  • Teacher, Temple Israel Hebrew School
  • School Social Worker, Bloomfield School District
  • Attorney
  • President/CEO, Planned Parenthood
  • Learning Disabilities Teacher, Lincoln-Sudbury High School

Contact Information

Education Studies Program

198 College Hill Road
Clinton, NY 13323

Meet Our Faculty

A Sampling of Courses

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Methods of Tutoring English to Speakers of Other Languages 201FS

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.

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Education, Teaching and Social Change 215S

Analysis of teaching as an act of social justice in response to fundamental societal problems embedded in educational institutions. Through the lenses of critical theory, pedagogy, and policy, this course examines the praxis of teaching and education policy to explore critical methodologies for transforming the classroom and liberating learners. Using a decolonial framework, connections between the classroom and contemporary world issues are studied so that students can address, respond to, and actively participate in engaged citizenship for the good of education and the greater society. Writing-intensive.

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Technology in Education: Issues and Opportunities 250

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. Oral Presentations.

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Anthropology of Education 318

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.

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Design, Development, and Delivery of Instruction 333

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. Oral Presentations.

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Education Practicum 370S

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. Oral Presentations.

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