11 courses with the subject EDUC H, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
One of four possible entry-point courses for students interested in pursuing one of the options offered through the Education Program, this course is also open to students exploring an interest in educational practice, theory, research, and policy. The course examines major issues and questions in education in the United States by investigating the purposes of education and the politics of schooling. Through fieldwork in an area school, students practice ethnographic methods of observation and interpretation. Lottery Preference(s): Not open to first semester first year students
EDUC H208INQUIRIES INTO BLACK STUDY, LANGUAGE JUSTICE, AND EDUCATION1.0
Growing out of the Lagim Tehi Tuma/”Thinking Together” program (LTT), the course will explore the implications for education in realizing the significance of global Black liberation and Black Study/ies—particularly in relation to questions of the suppression and sustenance of language diversity and with a focus, as well, on Pan-Africanism—by engaging with one particular community as a touchstone for learning from and forwarding culturally sustaining knowledge. Prerequisites: Two courses, at least one in Education, with the second in Africana Studies, Linguistics, Sociology, or Anthropology; or permission of the instructor.
One of the four entry-point options for students majoring or minoring in Education Studies, this course has as its goal to introduce students to a range of topics, challenges and dilemmas that all teachers need to consider. Students will explore pedagogical strategies and tools that empower all learners on the neurological spectrum. Some of the topics covered in the course include how the brain learns, how past learning experiences impact teaching, how education and civil rights law impacts access to services, and how to create an inclusive classroom environment that welcomes and affirms all learners. The field of special education is vast and complex. Therefore, the course is designed as an introduction to the most pertinent issues, and as a launch pad for further exploration. Weekly fieldwork required. Approach: Cross-Cultural Analysis (CC); Power, Inequity, and Justice (PIJ) Counts towards: Child and Family Studies; Praxis Program
The systematic critical exploration of the influence of power in education requires attention and re-conceptualization; this course investigates the following question: how can power be redistributed to ensure equitable educational outcomes? We will examine the production of transformative knowledge, arguing the necessity for including creativity and multi-disciplinary collaboration in contemporary societies. Supporting students’ pursuit of a politics of resistance, subversion, and transformation will allow for the rethinking of traditional education. We will also center the intersections between race, class, gender, sexuality, language, religion, citizenship status, and geographic region, assessing their impact on teaching and learning. Weekly fieldwork required. Approach: Cross-Cultural Analysis (CC); Power, Inequity, and Justice (PIJ) Major Writing Requirement: Writing Attentive Counts towards: Africana Studies; Praxis Program
EDUC H266GEOGRAPHIES OF SCHOOL AND LEARNING: URBAN EDUCATION RECONSIDERED1.0
This course examines issues, challenges, and possibilities of urban education in contemporary America. We use as critical lenses issues of race, class, and culture; urban learners, teachers, and school systems; and restructuring and reform. While we look at urban education nationally over several decades, we use Philadelphia as a focal “case” that students investigate through documents and school placements. Fieldwork is required.
This course explores contemporary political movements to measure learning outcomes in educational institutions. It covers such topics as NCLB legislation, standardized testing for college admissions, assessment of college education, and development of online learning tools. Crosslisted: Sociology, Education
EDUC H275EMERGENT MULTILINGUAL LEARNERS IN U.S. SCHOOLS1.0
This course, offered as both an elective as well as a course required for students pursuing secondary teaching certification in Pennsylvania through the Bi-Co Education Program, operates from a heteroglossic and culturally and linguistically sustaining stance that has four intersecting aims. First, the course seeks to support students in a critical self-examination of the ways that language has shaped their lives and learning, particularly in the context of racism, linguicism, ethno- and euro-centrism, marginalization and austerity in schools and society. Second, students investigate the ways that both historical and contemporary educational policy concerning the education of EMLLs in the United States has operated from a monoglossic orientation that has limited programmatic and pedagogical options within the classroom to those that fail to address the lived realities and needs of this growing population of students. Third, students collaboratively research and present their findings on heteroglossic classroom language practices that, in contrast to those above, respect and leverage students’ community cultural wealth and full linguistic repertoires. Fourth, students, drawing upon these findings as well as research on multiple language and literacy acquisition, hone their skills as curriculum designers and pedagogues, working to address EMLLs’ diverse strengths and needs in mainstream classrooms and other educational settings. All four aims are bolstered by weekly fieldwork opportunities to learn with and from EMLLs and their educators in the Philadelphia area. Lottery Preference(s): 1. EDUC majors and Certification students; 2. EDUC minors; 3. then by seniority
Drawing on participants’ diverse student teaching placements, this seminar invites exploration and analysis of ideas, perspectives and approaches to teaching at the middle and secondary levels. Taken concurrently with Practice Teaching, and open only to students engaged in practice teaching. Prerequisite(s): EDUC 200, EDUC 301, and additional coursework in teacher certification program; or instructor consent
EDUC H303PRACTICE TEACHING IN SECONDARY SCHOOLS2.0
Supervised teaching in secondary schools (12 weeks). Two units of credit are given for this course. Open only to students preparing for state certification.
EDUC H311THEORIES OF CHANGE IN EDUCATIONAL INSTITUTIONS1.0
A culminating capstone for seniors pursuing the major and minor in Educational Studies through the Education Department, this course uses the frame of “theories of change” to examine how transformation can occur within educational institutions and beyond. Through weekly readings as well as embodiment opportunities and campus-based excursions and speakers, students examine changemaking and changemakers in a variety of domains including museums, the natural world, academic scholarship, music, dance, gastronomy, and design, among others. In doing so, students are encouraged to explore and experience a wide range of approaches to identifying issues, envisioning alternative outcomes, and developing and implementing action strategies. Weekly fieldwork in an educational institution further supports this exploration, as students begin to crystalize and map their own views on changemaking and their identity as agents of transformation around a particular issue of interest. The course culminates in the creation of a capstone portfolio documenting the breadth and depth of students’ experience in the Education Department. Prerequisite(s): Students completing the major or minor in Educational Studies
This course is designed for the advanced student of Spanish, who is interested in the processes involved in learning a foreign language, and/or contemplating teaching it. This course is conducted in Spanish. Crosslisted: Spanish, Education Prerequisite(s): One 200-level course, or instructor consent
