- Instructor of record: Kelly Zuckerman
- Instructor of record: Alison Cook-Sather
- Instructor of record: Chanelle Wilson
This course introduces the field of education studies as conceptualized in the Bryn Mawr/Haverford Education Department, the broader field, and in relation to each enrolled student’s experiences and aspirations. The course is an opportunity for any students interested in engaging with Education within and beyond the classroom as well as in forging pathways as students in the Department.
The course is organized via four interlinked units: Hope and Healing; Restorative Practices; Rethinking Schooling; and Uses of Theory and Research. Each unit integrates self-study and reflection, understanding the Education Dept. within the context of the field of Education Studies, and witnessing how these connect with theories and strategies for impact. The units are designed to further the study of Education, but use approaches that can be applied to other contexts, as well.
The central questions and associated learning goals of this course include:
Question: What information/knowledge, skills, and frameworks provide a sturdy foundation for a successful introduction to education studies?
Goal: Students will build a conceptual and practical foundation for continued education studies, including capacity for reflection.
Question: How and where do educational theory and practice take place and matter in our world, both within and outside of the classroom?
Goal: Students will learn to recognize the educative potential of interactions and develop a set of skills and knowledge to respond facilitative to these.
Question: How can we build ethical, generative relationships to support positive change both within our department and in the greater world?
Goal: Students will study and practice a range of approaches to building relationships of engagement, trust, and care.
Question: What aspirations do I carry with me that educational thought, skill, and practice can help me to enact?
Goal: Students will take accountability for their own evolving goals in relation to course content and their prior, current, and future experiences.
The course is organized via four interlinked units: Hope and Healing; Restorative Practices; Rethinking Schooling; and Uses of Theory and Research. Each unit integrates self-study and reflection, understanding the Education Dept. within the context of the field of Education Studies, and witnessing how these connect with theories and strategies for impact. The units are designed to further the study of Education, but use approaches that can be applied to other contexts, as well.
The central questions and associated learning goals of this course include:
Question: What information/knowledge, skills, and frameworks provide a sturdy foundation for a successful introduction to education studies?
Goal: Students will build a conceptual and practical foundation for continued education studies, including capacity for reflection.
Question: How and where do educational theory and practice take place and matter in our world, both within and outside of the classroom?
Goal: Students will learn to recognize the educative potential of interactions and develop a set of skills and knowledge to respond facilitative to these.
Question: How can we build ethical, generative relationships to support positive change both within our department and in the greater world?
Goal: Students will study and practice a range of approaches to building relationships of engagement, trust, and care.
Question: What aspirations do I carry with me that educational thought, skill, and practice can help me to enact?
Goal: Students will take accountability for their own evolving goals in relation to course content and their prior, current, and future experiences.
- Instructor of record: Alice Lesnick
- Other editing teacher: Aaniyah Alexander
- Other editing teacher: Kira Wu-Hacohen