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.
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).
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. Course provides students with the Hamilton College ESOL Tutor Certificate of Completion. One-quarter course credit. Evaluated Satisfactory/Unsatisfactory. Maximum enrollment, 18. Bartle.
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. Meredith Madden.
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. Maximum enrollment, 20. Meredith Madden.
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.
Education, Teaching and Social Change.
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.) Prerequisite, EDUC 200 or permission of instructor. Maximum enrollment, 20. Meredith Madden.
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.
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.
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. This is a 0.50 credit course. Maximum enrollment, 16. Chaise LaDousa with Phyllis Breland and Janet Simons.
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.
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.
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.)
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.)
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.
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 and EDUC 350. Maximum enrollment, 12. Richard Hunt.
Seminar in Ethnography of Learning Environments.
Systematic observation of a specific learning environment. Examination of classroom discourse and the development and analysis of curriculum. Assessment of the effect social context and relationships have on the enactment of teaching and learning. Prerequisite, 200 and consent of instructor. Maximum enrollment, 12. Department.
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, 350 and consent of director. Maximum enrollment, 15. Wieczorek.
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.
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.