EDUC

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

sessment tools used in special education. Alternate and adaptive assessment approaches are considered. Students are also introduced to the process of developing an IEP and planning for specially designed instruction. (Kelly,

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

proaches effective teachers utilize. Students first explore the special education teacher’s participation as a member of school district and building level interdisciplinary teams and as a team collaborator with general education teach- ing colleagues. Students then carefully consider the special education teacher’s role as an advocate for students with special needs and their families. Finally, students examine classroom management strategies that promote a positive teaching-learning environment that supports all students. (Baker, Daley, offered each semester) EDUC 081 Teaching for Equity This seminar establishes the foundations for effective teaching. As students develop keen observation skills they examine human development processes as manifested in classrooms. They explore the HWS.EDU/CATALOGUE 187 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

plores contemporary approaches for assessing and teaching reading and writing in schools. The seminar address- es the New York State Next Generation Learning Standards for English Language Arts and teaching to all learners, including children with disabilities and speakers of additional languages. EDUC 081-01: Elementary (Daley, Spring);

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

contemporary teaching, learning, curriculum, and assessment related to specific subject matter in schools. Students develop and analyze lesson plans that incorporate New York State Learning Standards, with attention to designing curricular and instructional strategies to meet the needs of all learners, including children with disabilities and speak- ers of additional languages. Materials, methods, and topic specific content is explored. EDUC 083-02 Secondary Science (Staff, Spring), EDUC 083-03 Secondary Social Studies (Staff, Spring), EDUC 083-04 Secondary English (Huskie, Spring), EDUC 083-05 Secondary Foreign Language (Staff, Spring), EDUC 083-06 Secondary Math (Kehle, Spring), EDUC 083-07 PreK-12 Visual Arts (Staff, Spring), EDUC 083-08 Elementary Math (Kehle, Fall), EDUC 083-09 Elementary Science (Staff, Fall), EDUC 083-10 PreK-12 Music (Staff, Spring), EDUC-11 Pre-K TESOL (Roberson, Spring).

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

discussing curriculum theory students choose a theme in an area of the curriculum which they wish to explore and develop a “curriculum project” (short course or teaching unit) which could be used to teach their specific theme over a period of several weeks. Attention is given to aligning curricula with New York State Learning Standards and developing integrated curricula as well as adapting curricula for students with disabilities. Students also examine a number of models of teaching. Assessment is also discussed in terms of the curriculum projects which students develop. (Huskie, offered each semester) EDUC 085 Protecting the Dignity and Safety of All Children This seminar is designed to fulfill prevention and inter- vention training required for teacher certification under the Dignity for All Students Act (DASA) related to issues of harassment, bullying, and discrimination. The seminar also includes necessary training in the Safe Schools Against Violence in Education (SAVE) Act and Child Abuse Identification and Reporting requirements outlined in New York State Education Law. We will discuss other critical issues including student substance abuse, mental health, trauma and suicide, teacher sexual harassment protections, school safety plans and district codes of conduct. Students will have the opportunity to examine how school climate and culture have an impact on student achievement and behavior and will investigate the tools necessary to ensure a safe and culturally responsive learning environment. (Huskie, offered each semester)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

TEACHER SEMINARS IN SPECIAL EDUCATION In addition to the required teacher seminars listed above, students pursuing dual certification in childhood educa- tion and teaching students with disabilities must complete the following two seminars:

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

completed by students during their first semester in a teacher certification program. This practicum provides stu- dents with field experiences in local classrooms. In addition to observing expert teachers at work, tutors are expect- ed to help individual students with academic work, monitor the completion of guided practice by students, and plan and teach lessons to small groups of students. This practicum run concurrently with EDUC 081, and provides the field component for this seminar. (Offered annually)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Tutor practica are completed by students during their first two semesters in a teacher certification program. HWS.EDU/CATALOGUE 186 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

ter) and is completed by students during their third or fourth semesters in a teacher certification program. These practica provide students with field experiences in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. This practicum runs con- currently with EDUC 082 or EDUC 083 (depending on certification program), and provides the field component for this seminar. (Offered every semester) HWS.EDU/CATALOGUE 188 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Assistant teacher practica are completed by students during their third and fourth semesters in a teacher certifi- cation program. These practica provide students with field experiences in local classrooms. Students are required to spend at least 40 hours per semester working as assistant teachers in local classrooms. Assistant teachers are expected to teach lessons to small groups of students and to help individuals as needed. While taking on further responsibility for the entire classroom, they are expected to teach an increasing number of large group lessons. Practica run concurrently with seminars and provide the field component for those seminars. During EDUC 094, students must successfully complete the AT2 Observation prior to advancing to student teaching. On occasion, a student may be required to complete an additional practicum in preparation for the rigors of student teaching. MASTER OF ARTS IN TEACHING The MAT program is open on a competitive basis only to students who are enrolled in one of the eligible Teacher Education programs at Hobart and William Smith Colleges. The program is designed to be completed in one aca- demic year following graduation, during which students continue their liberal arts studies at the same time as they prepare for teacher certification. Eligible programs include Adolescent Education, Childhood Education, and dual Childhood Education & Students with Disabilities. The MAT program has not yet been expanded to include the three newer certification programs: Art, Music, and TESOL.

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

fundamental nature of American education. It aims to provide a rich understanding of the context of schooling and education and tools to support ethical and responsive teaching and research. Variable topics. (Berhanu, Huskie, offered annually)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Racism: Interrogating Race, Place, and History in the Remaking of Community” takes a dialogical approach to en- gage interpersonal and interspatial learning about racism and racial healing. This is an intergroup and place-based learning context that will grapple with three critical areas of racial justice discourse: indigenous rights and history, immigration policy and impact, and policing of globally displaced persons. Dialogical learning spaces may seem like passive forms of engaged learning, especially in light of street protests against instances of deadly state violence, but these dialogues aim to be intense and the conversations direct, even uncomfortable – aimed to inform and sup- port deeper praxis and community engagement. Together we will grow our capacity for: non-violent communica- tion, dialogical approaches to ‘race talk’: reflective listening and a familiarity with collaborative models for commu- nity engagement. We will also become more familiar with how to use group dialogue to collectively identify social problems and enact constructive community change. (Berhanu, offered ocassionally) EDUC 115 Introduction to Linguistics This course provides an introduction to the scientific study of language. We will address questions related to the nature of language as a means of communication, and then focus on the core areas in linguistic analysis, including phonetics and phonology (the structure and patterns of sounds), morpholo- gy (word structures), syntax (sentence structure), semantics (meanings of words), and pragmatics (words in use). We will also briefly discuss topics in language variation, consider the importance and types of data in linguistics, and identify implications for education. This course is required for the certificate in Teaching English as a Foreign Languages (TEFL). (Roberson, offered alternate years) EDUC 201 Schooling and Social Equality This course traces a social and political history of American schooling. Beginning with the meteoric rise of formal schooling in the 19th century, the course examines how the common schooling movement radically transformed the economic and political significance of education in America. Next the course follows the schooling experiences of groups systemically targeted by policy makers: European immigrant, working class, Indigenous, Chicano/a, Black, new immigrant and women of each group. We shall seek to understand the significance of schooling for various communities as well as the reforms produced from resistance and contesta- tion. (Berhanu, offered alternate years).

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

(or others approved by advisor and chair) Representative Diversity Courses

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

al experience. This course will address questions of how educational institutions operate as sites for the production HWS.EDU/CATALOGUE 189 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

rounding Autism Spectrum Disorders. The course begins with an examination of behavioral, social, language, and cognitive characteristics of Autism. The controversy surrounding possible causes of autism is discussed. The course also involves an in-depth study of research regarding current educational and behavioral intervention strategies for Autism, including the controversies surrounding various treatment approaches. (Baker, offered alternate years)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

industries, health issues, economic theories, and technologies – depends upon mathematics and quantitative litera- cy. Mathematical knowledge has also been part of human culture since the earliest civilizations. Being more informed about mathematics education helps students be more responsive to contemporary educational issues. Student in- terest determines topics selected from: effective pedagogy, the cognitive nature of mathematical problem solving, the roles of mathematics in education and society, state and federal standards, comparative education, curriculum, assessment, and equity. Crosslisted with Cognition, Logic and Language. (Kehle, Spring, offered occasionally)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

than English at home has been growing exponentially over the last few decades, their level of academic achieve- ment has lagged significantly behind that of their language-majority peers. This course aims to contribute to pre- paring future teachers for working in culturally and linguistically diverse classrooms. One of its major goals is to give students a better understanding of the cognitive, linguistic, and emotional challenges involved in being schooled in a second language. In the first part of the course, therefore, through readings and discussions, students will become acquainted with some key theoretical frameworks for understanding second language and literacy development as well as sociocultural issues particularly relevant to the education of English language learners. The second major goal of the course is to provide students with pedagogical strategies for adjusting instruction to meet the needs of English language learners in the mainstream classroom. This goal will be achieved in the second part of the course, which will consist predominantly of lesson planning workshops and teaching demonstrations. The course will have a service learning component consisting of 15-20 hours of tutoring an English language learner, and it is required for TESOL certification in the TEP and for the TEFL certificate. (Roberson, offered alternate years)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

the language(s) in which we are proficient, but we are not always conscious of this knowledge. In this course we an- alyze the grammatical structure of English to account for proficient speakers’ intuitive knowledge. We will start the course by understanding the major grammatical components of the English language, and we will move from there to the most salient grammatical structures that make up the language. We will prioritize those structures that are likely to be challenging for an English language learner to acquire and/or difficult for a teacher to explain. Because this is a descriptive (as opposed to prescriptive) grammar class, we will always try to bring the real world into the class, with analyses of authentic language. We will also consider how to articulate English grammar to those who are learning. Although the course is not designed exclusively for teacher education, the content covered is useful for future English language instructors. It is required for the TESOL certification in the TEP and for the TEFL Certificate. (Roberson, offered alternate years) EDUC 304 Representations and Meanings Learning, teaching, research, artistic expression, and everyday life all involve making sense of aspects of the world around us. In these activities, and across diverse disciplines, humans employ the same fundamental cognitive mechanisms and processes but generate very different results: mathemati- cal proofs, poetry, scientific or historical explanations, paintings, etc. Students use cognitive science frameworks to trace the roles played by different ways of representing and connecting thoughts, and to explore how they simulta- neously enable and constrain understanding. Students analyze episodes of sense-making and become more aware HWS.EDU/CATALOGUE 190 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

universal design for learning (UDL). We will focus on social, legal, and ecological factors relating to the use of AT and UDL in education and community settings. Participants will explore various technologies from non-electronic ‘low- tech’ to digital and mechanized ‘high-tech’ devices, and learn strategies to assess AT and the strengths and needs of youth with disabilities. We will examine issues of mobility, speech communication, independent living and self-de- termination, along with Universal Design principles. Participants will have hands-on opportunities to use AT. (Kelly, offered alternate years) EDUC 308 Politics of Care Rescue, donation, aid, teaching, and other forms of “helping” are wrapped up in forms of inequality. From orphanages to drug rehabilitation clinics, individuals and organizations who aim to help others find themselves entangled in complex relations of power. This course examines contemporary ethnographies that en- gage with issues of advocacy, social justice, and care work. We’ll explore theories of dependency and the politics of care, relationships between state and private organizations, and the complex position of an ethnographer working as both a researcher and an agent of “change.” How do narratives of “serving” and “saving” demarcate lines be- tween those who “have” and those who “need?” We’ll consider ethnographies of drug rehabilitation clinics, home- less shelters, immigration advocacy organizations, transgender support groups, homes for the elderly, and mental institutions as we explore the ethics and politics of care. (Staff, offered occasionally)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

ing endeavor. When the newest language learning app, software program, or textbook comes out, they often claim to be founded in the latest research in psychology, linguistics, or classroom pedagogy, proposing the ‘best’ way to learn a language. These claims should be evaluated with an understanding of the range of theoretical approaches and research studies that attempt to explain how we acquire second languages, which also account for the immense variation in the success of individual people. This course is an introduction to those theories of second language acquisition (SLA). We will study the major schools of thought and concepts that underpin the field of SLA, and begin to apply this knowledge to analyses of second language data. Many topics are also discussed with respect to their relevancy in the second language classroom. While there are no prerequisites, prior course work or experience in language, linguistics, or language teaching and learning is recommended. This course is required for the TEFL Certificate and for the Spanish for Bilingual Education minor. (Roberson, offered alternate years) EDUC 320 Children’s Literature Children’s literature is roughly as old as the United States, and in recent years it has evolved into the most energetic branch of the publishing industry, with works in the genres of folk tales, poetry, picture books, “easy readers,” informational books, chapter books, and novels for middle grades and young adults. Children’s books regularly spawn films, and even as we speak the medium is rapidly becoming digital. Children’s books can be read carefully for their literary qualities, and are an interesting testing ground for skills in literary criticism. Children’s books have been part of the effort to promote multicultural education and social justice in the schools, too; and with the recent robust push-back of conservative religious and political books for children, it is useful to examine the political and social dimension of children’s literature. This course examines a set of children’s books from many angles, and is suitable for those interested in writing or publishing for children, for future teachers, and for people interested in literature generally. (Daley, offered alternate years) EDUC 330 Disability and Transition: Life after High School This course will explore issues related to transitions in the lives of individuals with disabilities, with a focus on transitions between school and adulthood. Current and emerging issues related to equal access in post-secondary educational, vocational, residential, and community set- tings will be explored. Educational policies and practices related to students with disabilities will also be examined, including self-determination and self-advocacy, IEP planning, assistive technologies, and accommodations. (Kelly, offered alternate years) EDUC 331 Rethinking Families: Policy, Intervention, and Difference This course is an exploration of the concept of the family in relation to the policies and institutions that shape our daily lives. We will explore the ways that multi- ple family formations challenge our conceptions of what makes a family and consider how families are impacted by categories of race, class, citizenship, ability, and sexuality. We will then examine how the family institution has been positioned as a key political site, and explore how families are shaped by public education, law, and social welfare policies, among other institutions. This course asks students to develop an understanding of the family as a political institution, to consider a variety of diverse family formations, and to critically examine the policies and institutions that shape the lives of children and families in the contemporary United States. (Staff, offered ocassionally) EDUC 333 Literacy Sixty million adult Americans are said to be functionally illiterate. So are nearly a billion other HWS.EDU/CATALOGUE 191 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

(Or others approved by advisor and chair) Students and their advisors identify a concentration based on four interrelated courses supporting a theme. Examples include:  Social justice in education (e.g., examining issues related to inequality and injustice in education; education and youth-focused community engagement and activism)  Inclusive education (e.g., disability rights advocacy, equitable education and creating a sense of belonging for all students)  Language and literacy (e.g., teaching English as an additional language; writing or publishing children’s literature; producing curriculum materials, etc.)  Social innovation for youth (e.g., using creative, new approaches to address issues related to youth and education)  Informal education (e.g., museum work, park naturalists, and any other public or private activity focused on education and/or outreach)  Child services (e.g., social work, recreation work, community-based education, parent/caregiver education, pediatric health professions, and any work that intersects with children and education)  Technology in education (e.g., using technology to bring the world into classrooms and to create new learning environments; developing assistive technology for people with disabilities; using technology to bring the world into classrooms and to create new learning environments; citizen science projects; multi- media-mediated teaching and learning; etc.)  International education (e.g., learning across places, cultures, and languages; preparing to teach overseas; supporting cultural-exchange programs; international child advocacy campaigns)  Environmental education (e.g., policy development, education and advocacy for environmental conserva- tion and sustainability)  Educational policy (e.g., engaging with government agencies, foundations, and other advocacy groups concerned with issues that intersect education)  Education for development (with an international focus, for example, via Save the Children, International Rescue Committee, or foreign-aid agencies, etc.) HWS.EDU/CATALOGUE 183 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

portunities and technologies enable students and teachers to contribute to and use citizen science data. Citizen science initiatives enable any person to make scientific observations, gather data and submit those data to web or app-based databases. These data are then available for use, visualization and analysis by both professional sci- entists and the average citizen. The increasing availability of these technologies creates enormous potential for educators, teachers and students, especially with regard to environmental science, biodiversity conservation, and technology-enhanced field studies. Students will explore a variety of citizen science projects, engage in their own data collection, collaborate with teachers from across the state, and explore the variety of teaching, learning and pedagogical opportunities available to educators. Discussions, projects and topics relate to environmental studies, environmental ethics, public policy, conservation and sustainability. (Makinster, offered occasionally) EDUC 401 Analysis of Secondary School Teaching This seminar accompanies EDUC 402, 403, and 410, and focuses on student teaching in secondary schools. It is open only to adolescent teacher certification participants who are engaged in full-time student teaching. It provides a structure within which participants critically examine their class- room experiences of teaching, learning, and curriculum development, with the goal of becoming reflective prac- titioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a C or better in order to be recommended for certification. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

ademic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 402 must be taken on a credit/no credit basis. EDUC 401 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification. The readings for this course are determined by the sub- ject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

ademic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 403 must be taken on a credit/no credit basis. EDUC 401 or 412 is taken concurrently. This course is open only to candidates seeking secondary school teacher certification or who require a secondary school placement for certification. The readings for this course are determined by the subject and grade level being taught. This course is taken on a credit/no credit basis. (Huskie, offered each semester) EDUC 404 Analysis of Elementary and Special Education Teaching This seminar accompanies EDUC 405, 406 or 407, HWS.EDU/CATALOGUE 192 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

phasis on qualitative and teacher-generated research. This is a required course for seniors who have been admitted to the MAT Program. (Staff, Spring)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

Taken for CR/NC only.

Subject

EDUC

Credits (min)

30

Credits (max)

30

Credit unit

hours

Type

course

Edition

2023-2024

Source

www.hws.edu

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

ary schools and is open only to adolescent teacher certification participants engaged as full-time student teachers who are enrolled in the MAT program. It provides a structure within which participants critically examine their class- room experiences of teaching, learning, and curriculum development, with the goal of becoming reflective prac- titioners. Texts and readings are selected from those that provide analysis of the experience of secondary school education, as well as those that provide rationales for the methods and purposes of the academic disciplines. This course must be passed with a C or better in order to be recommended for certification. It is taken concurrently with EDUC 602, 603, and 610. Prerequisites: Completion of all other teacher certification requirements. (Huskie, offered each semester)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 601, 603, and 610 are taken concurrently. This course is open only to candidates seeking sec- ondary school teacher certification who are enrolled in the MAT program. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

teaching of an academic subject in a secondary school. Students spend the entire day at a secondary school for the complete term. EDUC 601, 602, and 610 are taken concurrently. This course is open only to candidates seeking sec- ondary school teacher certification or who require a secondary school placement for certification who are enrolled in the MAT program. This course is taken on a credit/no credit basis. (Huskie, offered each semester)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

ticipants in the childhood education or dual childhood and students with disabilities teacher certification programs engaged as full-time student teachers who are enrolled in the MAT program. It provides student teachers with an opportunity to critique education as it is offered in school settings for all children. Participants focus on becom- ing reflective practitioners as they critically examine teaching, learning, and curriculum development. Emphasis is placed on application of the above to the teaching of reading English Language Arts. Students must pass this course with a grade of C or better in order to be recommended for certification. EDUC 605, 606 or 607, and 610 are taken concurrently. Prerequisites: Completion of all other teacher certification requirements. (Daley, offered each semester) HWS.EDU/CATALOGUE 194 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

students engaged in full time student teaching who are enrolled in the MAT program focuses on the development of a deeper understanding of the disciplinary content the student teacher is teaching. Through weekly conversations with their student-teaching college supervisor, the student will develop a more advanced understanding of how content knowledge combines with pedagogical content knowledge in effective teaching. Weekly observations of the student teacher by the supervisor and readings selected from educational journals and books will support these conversations. This seminar supports students as they prepare for and take the edTPA student teacher assessment. Occasional group meetings may be held. This is taken concurrently with EDUC 601, 602, and 603, or EDUC 604, 605, and 606 or 607. (Daley, Offered each semester) EDUC 801 Master’s Project Students complete a graduate level integrative group project that addresses an issue of educational relevance. Projects will analyze an educational issue from multiple perspectives and develop a set of presentations that will be presented publicly (e.g., Senior Symposium, Community Engaged Scholarship Forum, community meeting with stakeholders, conference presentation). This is a required course for students enrolled in the MAT program and is offered in tandem with EDUC 803. Prerequisite: EDUC 420. (Staff, Spring) EDUC 803 Master’s Project This required seminar is offered in tandem with EDUC 801 and is only open to students enrolled in the MAT program. Offered as CR/NC only. Prerequisite: EDUC 420. (Staff, Spring) EDUC 820 Graduate Seminar in Education Research Students will explore educationally relevant research and prac- tices through the course and individually produce a literature review addressing an area of focus. An outside faculty reader must be identified who will review the final literature review. This course is only open to students enrolled in the MAT program. Prerequisite: EDUC 420. (Staff, Spring, offered alternate years)

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu

course takes an interdisciplinary approach to critically examine the fundamental nature of American education. Students will draw on theoretical frameworks from education, history, sociology, public policy and philosophy to make critical inquiries into educational problems, such as multiculturalism, contemporary school reform, and equality of educational opportunity. Students will explore the interplay of various actors that inform educational experiences, such as children, policy makers, and families, as well as critically engaging ‘text and self’ in relation to educational apparatuses. Ultimately, this course aims to provide pre-service teachers with a rich understanding of the sociopolit- ical context of schooling and education and the necessary analytical tools to support ethical and responsive teach- ing and research. Prerequisite: EDUC 420. (Staff, Spring, offered alternate years) HWS.EDU/CATALOGUE 195 2023 - 2024 CATALOGUE

Subject

EDUC

Type

course

Edition

2023-2024

Source

www.hws.edu