Associate Professors Buck (co-chair) and Tieken (co-chair); Senior Lecturer Charles (co-chair); Lecturers Sale (co-chair) and Wallace
The Bates College Department of Education seeks to foster the democratic possibilities of schooling through the study of education in the United States and internationally. The aim of the department is to create an environment in which students and faculty together analyze the complex dynamics between the purposes and products of schooling and the social structures and cultural processes that constitute the broader context for education. In particular, the department aims to nurture in students the development of these qualities:
Critical action and civic responsibility: The department wants students to develop a sense of social responsibility and concern for the common good, and so encourages them to become involved in the local community and beyond through fieldwork, community-engaged learning projects, policy analysis, student teaching, and empirical research.
Reflection and engagement: In the department's vision of education, reflection and engagement work together to deepen students' understanding and foster their personal growth.
Imagination and a passion for learning: With imagination, a passion for learning, and the skills and knowledge they develop, students are well-prepared to pursue their interests in education.
Commitment to social justice: Throughout the program, students are encouraged to recognize and address the influence of social context on the democratic possibilities of schooling.
Because education itself is an interdisciplinary area of study, the education department offers courses that attract students with a variety of interests. Some pursue educational studies as part of their exploration of liberal arts at Bates. Some want to teach immediately after they graduate from Bates or following graduate study. Others link their interest in social institutions, public policy, community, or families and children to a direct and deeper understanding of schools and schooling. Many students simply want to know more about education so that they can be better prepared to fulfill their future roles as citizens and parents. To encourage the integration of theory and practice, most education courses require a field placement in a local school or community setting. Students are expected to reflect systematically on the larger questions surrounding educational structures and practices raised through field experiences. More information on the education department is available on the website (www.bates.edu/education).
MinorThe Bates Department of Education offers two minors in education: teacher education and educational studies. For both minors, students are required to take EDUC 231 (Perspectives on Education). This course introduces students to the field through foundational perspectives that stimulate further interest in education; it is open to first-year students. Students interested in declaring a minor in education are encouraged to come to information sessions offered twice during the academic year and to make appointments with education faculty for early planning and advisement.
Teacher education offers graduates the ability to complete certification as public school teachers (7–12) in several disciplines including English, social studies, science, mathematics, and modern languages (K–12). Certification in art or music may be available through transcript analysis; interested students should consult Anita Charles, director of teacher education. The program is approved by the Maine State Board of Education, and students who receive Maine certification gain opportunities to teach through reciprocity with approximately forty-five other states. Some students may choose to enroll in the teacher education program even if they are interested in teaching in an independent school where certification is not required because they gain significant experience in the classroom and thus are better prepared for the challenges they will face when they enter a classroom on their own for the first time.
Educational studies offer students the opportunity to pursue a set of interdisciplinary courses that are designed around students' emerging interests in education policy practice, theory, and research.
Students who wish to pursue a minor in education in either teacher education or educational studies should begin planning their course schedules no later than the sophomore year. With early planning they will be able to meet all of the requirements for a major and minor and to spend some time in off-campus study as well. Those students interested in certification need to think about how to balance the demands of student teaching in their senior year with their course work and thesis.
Minor in Teacher EducationRequirements for the college's recommendation for certification in Maine as secondary school teacher include:
1) Education courses:
a) all of the following, including field experience in conjunction with each of these courses:
EDUC 231. Perspectives on Education.
EDUC 362. Basic Concepts in Special Education.
EDUC 447. Curriculum and Methods.
EDUC 448. Senior Seminar in Teacher Education: Reflection and Engagement.
EDUC 460. Student Teaching I.
EDUC 461. Student Teaching II.
b) one education department elective course (other than FYS 300).
2) A major, or a minor that consists of eight courses, in an appropriate teaching field; some minors may require additional courses.
3) Fulfillment of the college's General Education and other degree requirements.
4) Fulfillment of state requirements, which include passing a standardized test and fingerprinting. Licensing teachers is a state function; requirements differ from state to state, and these rules change frequently. Courses and experiences other than those offered at Bates may be required for state certification. Students interested in certification should consult with a faculty member as early as possible to plan for required course work. Applications must be completed by 1 March of the sophomore year.
Minor in Education StudiesStudents choosing this option must complete seven courses, one of which may be outside the department. Courses include:
1) All of the following:
EDUC 231. Perspectives on Education.
EDUC 450. Seminar in Educational Studies, taken in the senior year.
2) Five additional courses, four of which must be education courses (first-year seminars may not count toward the minor)
Most education courses require at least thirty hours of field experience in educational settings or fieldwork related to education more generally, such as research on policy. Students may apply to have an off-campus program or course count as one of the six required education courses. These requests require the prior approval of education faculty.
Pass/Fail Grading OptionPass/fail grading may be elected for courses applied toward the minor.
Title II "Report Card."An amendment to Title II, Higher Education Act (HEA), passed by Congress in 1998, requires that states and institutions with teacher-preparation programs annually report to the public certain program information, including the pass rates of program participants on assessments required by the state for teacher certification. Maine requires Praxis CORE tests in reading, writing, and mathematics as well as the Praxis II subject matter test in the chosen area of certification. Bates College requires only Praxis CORE passing scores for consideration of program completion. Each year, Bates program completers who take the Praxis CORE and Praxis II content area exams earn passing scores required for Maine certification. Bates enrolls between 2 and 15 seniors in this program each year, with a faculty ratio of no more than 7:1, but more typically no more than 4:1. The current requirement for clinical experience in the program is 450 hours. Further information about the program's annual report is available from the department and the director of the teacher education program.
EDUC 231. Perspectives on Education.This course introduces students to foundational perspectives (anthropological, historical, philosophical, psychological, and sociological) about education and their relationships to the realities present in contemporary schools and classrooms. Students consider several large questions: What should be the purpose of education in a democratic society? What should be the role of the school? What should be the ideal of an educated person? Should this be the same for all students or differentiated in some way for particular individuals or groups of students? Who should participate in making decisions about schools? Students must complete at least thirty hours of fieldwork. Open to first-year students. Enrollment limited to 28. (Community-Engaged Learning.) Normally offered every semester. [AC] [HS] W. Wallace.
This course is referenced by the following General Education Concentrations
This course counts toward the following Interdisciplinary Program(s)
EDUC 235. Teaching in the Sciences.We all possess an innate curiosity about the natural world, especially during childhood. This course explores the excitement and challenges of teaching sciences in the traditional classroom setting and experientially through lab and outdoor experiences. Through readings, conversation, research, writing, practice, and field placement in local schools, students approach the teaching of science as visionaries whose classrooms are ones of imagination, curiosity, investigation, and skepticism. A thirty-hour field placement in a local school is required. Recommended background: math or science majors preferred. A previous education class is recommended. Enrollment limited to 18. (Community-Engaged Learning.) [CP] Staff.
ED/SO 242. Race, Cultural Pluralism, and Equality in American Education.This course considers how racial identity, class, culture, and privilege intersect with education systems and structures to shape students’ schooling experiences and academic outcomes. Through readings, discussion, projects, and fieldwork, students explore several questions: What are race and racism, and how do they matter to education? How has the U.S. tradition of racially segregated and unequal schooling played out historically? What are the effects of that legacy for children and for society today? And how do schools currently work to address opportunity gaps? Topics covered include bilingual education, tracking, and access to higher education. A thirty-hour field experience is required. Recommended background: EDUC 231. Open to first-year students. Enrollment limited to 25. (Africana: Introductory Sequence.) (Community-Engaged Learning.) [W2] [HS] M. Tieken.
EDUC 245. Literacy in Preschool and Elementary Years.This course examines how literacy is defined and developed through a child's early and elementary years from developmental and sociocultural perspectives. Students connect these theories with practice by exploring various methods and materials that foster literacy development in elementary students and by doing fieldwork in local schools. Working collaboratively with classroom teachers, students design and implement literacy development strategies with elementary students. A thirty-hour field experience is required. Recommended background: EDUC 231. Open to first-year students. Enrollment limited to 25. Instructor permission is required. (Community-Engaged Learning.) [W2] [AC] [HS] A. Charles.
EDUC 255. Adolescent Literacy.This course examines various perspectives on and issues in adolescent literacy in today's middle and high schools, focusing primarily on critical sociocultural frameworks for the study of current practices and beliefs. Topics include not only what we mean by literacy, but also how youths today make meaning within various discourse communities and contexts. Topics include multiple literacies, literacy across the curriculum, the influence of complex technologies, diverse learners, and current policies and paradigms influencing instruction. This course interweaves theory with practice through a required thirty-hour field placement in a local middle or high school. Recommended background: EDUC 231. Open to first-year students. Enrollment limited to 25. (Community-Engaged Learning.) [W2] [AC] [HS] A. Charles.
ED/PY 262. Community-Based Research Methods.This course introduces research methods through collaborative community partnerships. Students collaborate with local professionals, such as teachers, on research projects that originate in their work sites. Class meetings introduce design issues, methods of data collection and analysis, and ways of reporting research. Prerequisite(s): PSYC 218 or EDUC 231. Enrollment limited to 15 per section. (Community-Engaged Learning.) [W2] Normally offered every year. K. Aronson, K. Low.
EDUC 265. Teaching through the Arts.In this course students explore interdisciplinary approaches to integrating the arts into all subjects in schools. Students consider methods and models of utilizing the arts in educational settings as well as theories of creativity. Class sessions include large- and small-group work, participatory experiences, lectures, group discussions, and student-led activities and presentations. A thirty-hour field placement in a local school is required. Recommended background: EDUC 231. Not open to students who have received credit for DN/ED 265. Open to first-year students. Enrollment limited to 18. (Community-Engaged Learning.) B. Sale.
EDUC 290. Internship in Education.In this course, students engage in immersive, yearlong internships in the field of education. Internships occur in local schools and organizations and feature close collaboration between community partners, the college's education department, the Bates Center for Purposeful Work, and the Harward Center for Community Partnerships. Internships are offered in a range of subfields including but not limited to educational policy, leadership, administration, after school programming, nonprofit management, advocacy and activism, research, higher education administration, and early childhood education. Recommended background: EDUC 231. Enrollment limited to 29. (Community-Engaged Learning.) Normally offered every semester. P. Buck.
EDUC 310. Critical Perspectives on English Language Learning.Language is a key medium of human communication as well as an expression of group belonging, sociocultural diversity, and intergroup relations of power. Thus the establishment of English Language Learning (ELL) policy and practice is a highly charged endeavor. This course introduces students to the basic neuroscience of language acquisition, best practices in ELL pedagogy, the history of ELL policy development, and the cultural politics of bilingualism in the United States. Through local and online transnational community-engaged learning projects as well as class discussion and course texts, students consider the role of English language teaching and learning in the lives of affected students, families, teachers, and communities; whether English language teaching and learning can have a social justice means and ends; and, finally, the implications of these discoveries for policy and practice. Enrollment limited to 19. (Community-Engaged Learning.) [HS] P. Buck.
EDUC 343. Learning and Teaching: Theories and Practice.Students explore learning and teaching with an emphasis on reflective practice. They consider various theories and research on learning, instructional design, and educational philosophy. This knowledge serves as a basis for critically examining curriculum development, classroom practice, and the roles of teachers and students in today's schools. Students apply what they learn by creating and teaching a mini-curriculum unit in a local classroom. The teaching fulfills part of the required thirty-hour field experience for the course. Recommended background: EDUC 231 and 362. Enrollment limited to 15. (Community-Engaged Learning.) B. Sale.
EDUC 360. Independent Study.Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study per semester. (Community-Engaged Learning.) Normally offered every semester. Staff.
EDUC 362. Basic Concepts in Special Education.Students learn the legal requirements (IDEA, ADA) for providing special services to, and the characteristics of, students who need additional support to learn. They explore a variety of strategies and modifications teachers can use to help students with various learning differences, styles, and abilities succeed in the mainstream classroom. They critically examine how differences in students' gender, cultural, socioeconomic, racial, and ethnic backgrounds affect the quality of the education they receive. A thirty-hour field experience is required. Because this course is required for certification as a teacher in Maine, it is also required for Bates students pursuing the minor in Teacher Education. Recommended background: EDUC 231. Enrollment limited to 25. (Community-Engaged Learning.) [W2] Normally offered every year. [AC] [HS] A. Charles.
EDUC 365. Special Topics.A course or seminar offered from time to time and reserved for a special topic selected by the department. Staff.
EDUC 378. Ethnographic Approaches to Education.This course provides an introduction to fieldwork for those planning to conduct qualitative research for a thesis in the social sciences. Ethnography focuses on the daily lives and meaning-making processes of people who associate regularly in local networks, institutions, or communities. Ethnographers observe, interview, and participate in the routine activities of the people they study. They also explore the connections between locally situated activity and broader realms of symbolic meaning and social organization. This course introduces students to interpretive methods with which to examine the webs of meaning that give shape to educational spaces. Through active engagement in empirical research in educational settings across the Lewiston-Auburn community, students grapple with theoretical assumptions, procedures, and standards of quality in ethnographic research. A thirty-hour field experience is required. Enrollment limited to 15. (Community-Engaged Learning.) [W2] P. Buck.
ED/SO 380. Education, Reform, and Politics.The United States has experienced more than three centuries of growth and change in the organization of public. This course examines 1) contemporary reform issues and political processes in relation to school, research, legal, policymaking, and student/family constituencies and 2) how educational policy is formulated, implemented, and evaluated. The study of these areas emphasizes public K–12 education but includes postsecondary education. Examples of specific educational policy arenas include school choice (e.g., charter schools, magnet schools, and vouchers), school funding, standards and accountability, and college access. A thirty-hour field experience is required. Prerequistes(s): EDUC 231. Enrollment limited to 18. (Community-Engaged Learning.) [HS] M. Tieken.
ED/GS 384. Education in a Globalized World.We live in an era characterized by global flows of ideas and information, commodities, and people. In this course students examine the impacts of globalization on education policy and practice. Students explore how these transformative forces influence schools and schooling in different geographical, national, and cultural contexts. Topics address a set of concerns with enduring resonance to the field of educational studies, including social inequity and change; relations of power; and constructions of race, gender, and social class. A thirty-hour field experience is required. Enrollment limited to 28. (Community-Engaged Learning.) [W2] [AC] [HS] P. Buck.
EDUC 447. Curriculum and Methods.This course continues study of the concepts needed to understand curriculum design and program evaluation, and helps students develop the skills needed to design and teach curriculum units in their subject area. The course is part workshop: as part of the seminar (448, taken concurrently), students plan, develop, teach, and evaluate their own curriculum units. At the same time, students read about and reflect on classic questions in curriculum and instruction, such as: To what extent are teachers responsible for developing their own curriculum? Should curriculum and instruction focus on transmitting established knowledge, developing individuals' talents, or preparing successful members of society? Can teachers assess students' knowledge in ways that allow them to learn from the assessments? What particular teaching methods are appropriate for the different disciplines? Students develop a repertoire of methods to use in student teaching and in future teaching. Prerequisite(s): EDUC 231 and 460. Corequisite(s): EDUC 448 and 461. Enrollment limited to 18. (Community-Engaged Learning.) Normally offered every year. [AC] [HS] A. Charles, B. Sale, M. Tieken.
EDUC 448. Senior Seminar in Teacher Education: Reflection and Engagement.The seminar helps students reflect on and engage with their experiences as teachers. Students refine their own philosophies of education and build on these philosophies to plan and teach classes in their placement. The seminar provides opportunities to reflect with critical inquiry on effective practices, and addresses essential questions such as: What does good teaching look like? How do I plan lessons to ensure student engagement? Why is it important to be a reflective practitioner? Candidates complete a state-mandated portfolio that demonstrates an understanding of the knowledge, skills, and dispositions expected of those entering the teaching profession. Prerequisite(s): EDUC 231, 362, and 460. Corequisite(s): EDUC 447 and 461. Enrollment limited to 18. Instructor permission is required. (Community-Engaged Learning.) Normally offered every year. [AC] [HS] A. Charles, B. Sale, M. Tieken.
EDUC 450. Seminar in Educational Studies.In this capstone course students explore the question: What is the purpose of education? Course assignments and class discussion allow students to reflect upon and synthesize material introduced in previous education courses, courses in related fields, and their field experiences. Students produce and present a culminating collaborative project. This course does not have a required field work component. Prerequisite(s): EDUC 231 and three additional courses in education. Open to seniors only. Enrollment limited to 19. (Community-Engaged Learning.) Normally offered every year. P. Buck.
EDUC 460. Student Teaching I.This is an intensive field experience in secondary education. Students begin by observing a cooperating teacher in their academic field, spending one or two class periods each day in the middle or high school. Soon they begin teaching at least one class per day. In regular, informal meetings, they are guided and supported by their cooperating teachers and a supervisor from the Bates Department of Education. Students also meet for seminar sessions at Bates to address conceptual matters and to discuss problems and successes in the classroom. These seminars include workshops in content area methods and extensive informal reflective writing. Students begin to move toward proficiency in four areas of practice: curriculum, instruction, and evaluation; classroom management, interactions, and relationships; diversity; time management and organizational skills. Prerequisite(s): EDUC 231 and 362. Enrollment limited to 18. Instructor permission is required. (Community-Engaged Learning.) Normally offered every year. [AC] [CP] A. Charles, B. Sale, M. Tieken.
EDUC 461. Student Teaching II.This course continues and deepens the experiences and reflection begun in EDUC 460. Students spend four or five class periods each day in a local middle or high school observing, teaching, and becoming fully involved in the life of the school. Students continue to meet regularly with their cooperating teacher and Bates supervisor. Integrated into the seminar (448), students spend extensive time planning their classes and reflecting in writing on their experiences. Prerequisite(s): EDUC 231, 362, and 460. Corequisite(s): EDUC 447 and 448. Enrollment limited to 18. (Community-Engaged Learning.) Normally offered every year. [AC] [CP] A. Charles, B. Sale, M. Tieken.
EDUC s19. Theory and Practice of Writing and Tutoring.This course explores the intersection of thinking, learning, and writing, and in particular, the teaching and tutoring of writing. Students receive the training and background necessary to engage students as writers, and to partner with faculty in the teaching of writing. Students explore writing across the curriculum (WAC), rhetoric and composition, writing center theory, peer-led learning, assignment design, active learning, and critical thinking. The course incorporates both seminar and practicum elements: students discuss readings drawn from the literature on writing centers and WAC, and apply the content of the course by supporting high school student writers in a thirty-hour field experience. Not open to students who have received credit for EXDS 201. Open to first-year students. Enrollment limited to 39. (Community-Engaged Learning.) [W2] [AC] [HS] D. Sanford, B. Fullerton.
EDUC s20. Creating Educational Experiences at Morse Mountain.Many people have visited state or national parks, where they have taken part in ranger-led programs that engaged them in how the natural world works. In this course, students learn first-hand how experiential education works. They collaborate on building a project-based field trip. The planning addresses curriculum, instruction, assessment, and the logistics of running a field trip. They are then joined by students from the Phippsburg Community School, who participate in field trips at the nearby Bates-Morse Mountain Conservation Area. Experiential learning can be the foundation of some of the most authentic learning in a child's life. This course provides a framework to learn the importance of these experiences. Enrollment limited to 13. [SR] Staff.
ED/SO s24. Community Organizing for Social Justice.This course introduces students to the basics of community organizing. Class sessions and field trips focus on the practice of organizing: students learn the fundamental principles of the organizing cycle and develop basic organizing skills, including relationship building, public narrative, and leadership. Through readings and documentaries, students learn about organizing theories and key social movements, and they hone their emerging skills through workshops with local organizers. Students apply these skills and knowledge to an on-campus organizing project designed to further social or political change at Bates. Recommended background: EDUC 231. Enrollment limited to 15. Instructor permission is required. (Community-Engaged Learning.) [CP] [HS] M. Tieken.
DN/ED s29. Tour, Teach, Perform.This course uses the diverse collective skills of the students in the class as base material for the creation of a theater or dance piece that tours to elementary schools. The first two weeks are spent working intensively with a guest artist to create the performance piece. The remaining weeks are spent touring that piece, along with age-appropriate movement workshops, to elementary schools throughout the region. This course open to performers and would-be performers of all kinds. This course may be repeated for credit. Open to first-year students. Enrollment limited to 19. (Community-Engaged Learning.) Normally offered every year. [AC] [CP] Staff.
EDUC s50. Independent Study.Students, in consultation with a faculty advisor, individually design and plan a course of study or research not offered in the curriculum. Course work includes a reflective component, evaluation, and completion of an agreed-upon product. Sponsorship by a faculty member in the program/department, a course prospectus, and permission of the chair are required. Students may register for no more than one independent study during a Short Term. Normally offered every year. Staff.
This course is referenced by the following General Education Concentrations