| EDST 120-01 |
Contemporary Issues in American Education
Instructor: Liz Lewis
Course Description:
An examination of current policies, practices, and problems in the landscape of American education with particular attention to the perspectives of various stakeholders (e.g. teachers, students, families, community leaders, employers, and elected officials). U.S. diversity with respect to race, class, gender, language, and exceptionality is considered within a variety of educational contexts. The course also examines the ways in which educational issues and reform efforts intersect with social, economic, political, and cultural forces.
|
11:30 AM-12:20 PM, MWF
ALTHSE 207 |
| EDST 140-01 |
Educational Psychology
Instructor: Kirk Anderson
Course Description:
An examination of physical, cognitive, and psychological developmental theories and research as well as theories of learning. The course includes theoretical perspectives on: age-stage characteristics, exceptionality, achievement versus aptitude, as well as how developmental, sociocultural, and motivational factors influence student learning in classroom contexts.
|
09:00 AM-10:15 AM, TR
BOSLER 314 |
| EDST 250-01 |
Curriculum Theory
Instructor: Kirk Anderson
Course Description:
An examination of how the curriculum of educational institutions is shaped as well as how curriculum serves as a shaping force for educational institutions. This includes an examination of various conceptions of curriculum and of knowledge as well as curriculum ideologies and structures. Finally, the course examines how diverse student populations may experience the curriculum.Prerequisites: 120 or 130, and 140.
|
10:30 AM-11:45 AM, TR
BOSLER 314 |
| EDST 260-01 |
Introduction to Educational Research
Instructor: Jacquie Forbes
Course Description:
An introduction to the purposes and methodologies of research in education including how various stakeholders in the educational community use and access research findings as well as how studies in education are designed, implemented, and disseminated. Quantitative, qualitative, and historical methodologies are addressed. Research processes are introduced around the topic of literacy. Students will develop a review of the research literature on a topic related to literacy using online catalogs, databases, and other open access resources to find and gather sources and digital publications formats to disseminate their reviews. Prerequisite: 140.
|
03:00 PM-04:15 PM, MR
BOSLER 315 |
| EDST 330-01 |
Gender and Education
Instructor: Jacquie Forbes
Course Description:
Cross-listed with WGSS 302-04. An examination of the historical, sociological, political, and legal issues related to gender and education in the United States. Particular issues of focus each semester will be selected by the instructor and might include theoretical perspectives on gender in education, single-sex vs. coeducational schooling, representation of gender in curriculum, the feminization of the teaching profession, gender equity and policy initiatives such as Title IX, and student achievement and college access. Prerequisite: 260 or Social Science Research Methods (AFST 200, AMST 202, ANTH 240, ANTH 241, EASN 310, ECON 228, LAWP 228, PMGT 228, POSC 239, PSYC 211, SOCI 240, SOCI 244, or WGSS 200), or permission of instructor.
|
10:30 AM-11:45 AM, TR
BOSLER 213 |
| EDST 391-01 |
Pedagogical Partnerships in Higher Education
Instructor: Noreen Lape
Course Description:
Pedagogical partners are undergraduate students who are paired with professors to serve as pedagogical consultants. Students visit a professor's course weekly to observe their teaching and then engage in a semester long conversation on teaching and learning. The professor benefits from the student's perspective on their teaching, and the student benefits from developing more awareness about their learning. While students serve as pedagogical partners, the course will deepen their awareness of both the science of learning and a variety of pedagogies in higher education. Students will discuss how prior knowledge, curiosity, motivation, sociality, emotion, knowledge organization, mastery, course climate, and self-direction, among others, factor into learning. They will also survey several pedagogies such as writing-in-the-discipline, trauma-informed, inclusive, universal design, problem-based, and collaborative. This course is a WiD course, and so students will learn to keep observation notes, write observational reports to share with their pedagogical partner, compose self-reflections on their own learning, and research a pedagogical question for the professor with whom they're paired.
|
01:30 PM-02:45 PM, TF
BOSLER 313 |
| EDST 391-02 |
Contested Campus
Instructor: Neil Weissman
Course Description:
Cross-listed with LAWP 290-02 and SOCI 230-04. The course will focus on two current issues challenging higher education: access and free speech. Regarding the first, we will examine who attends college and why, socio-economic diversity in higher education, and the debate over affirmative action including successor approaches following the Supreme Court decision on the issue. For the second, we will investigate policies around free speech and its limits (if any) on campus, speech codes, cancel culture, the status of protest on campus, and whether colleges have an obligation to be neutral. The course will draw materials relating to a range of institutions, including Dickinson. Students will have an opportunity to write final research essays on a campus issue of their own choosing.
|
01:30 PM-02:45 PM, MR
DENNY 303 |
| EDST 391-03 |
Teaching Community
Instructor: Kirk Anderson
Course Description:
Teaching Community will provide opportunities for Dickinson students to learn the theory behind dialogic educational strategies, converse with practitioners who utilize these strategies, practice using these tools, and, finally, apply these tools to pressing concerns in our community. Our overall approach to learning these different pedagogical skills will be framed using bell hooks' engaged pedagogy, a relational and dialogic approach to constructing educational spaces rooted in both Paulo Freire's critical dialogues and the Buddhist practice of mindfulness. Dialogue thus comprises both the content and the form of the class.
|
01:30 PM-02:45 PM, MR
DENNY 110 |
| EDST 391-04 |
Education in the African/Black Community: 19th Century to the Present
Instructor: Naaja Rogers
Course Description:
Cross-listed with AFST 320-02. This course investigates the ways that various historical, political, sociological, and psychological issues impact education for African/Black children in the U.S., specifically as it pertains to resources, goals, outcomes, attitudes, and beliefs. To address the historical issues, this course will discuss the importance of education for African/Black people in relation to the growth of educational achievements from 1865 to the present. We will address the politics of education for African/Black people by examining the role that it plays in fostering agency, self-definition, and self-determination and positively transforming and revitalizing African/Black communities. Lastly, this course will survey the sociological and psychological issues that impact the educational experiences of African/Black people. Afrocentric and culturally relevant approaches to education, pedagogy, and teaching will then be introduced and discussed as essential guides for education in African/Black communities.
|
03:00 PM-04:15 PM, MR
ALTHSE 201 |
| EDST 470-01 |
Senior Seminar
Instructor: Liz Lewis
Course Description:
The design and implementation of a study in an individual area of interest within the major concentration culminating in the writing of a conference paper or publishable article. Students will develop a review of the related research literature on their chosen topic using on-line catalogs, databases and other open access resources to access sources, gather data related to their topic employing quantitative, qualitative, and/or historiographic methodologies enhanced by electronic devices as appropriate, analyze their data using digital software as appropriate, write a conference paper or publishable article, electronically submit their conference proposals/articles, and disseminate their work via conference, digital, or paper publication formats. Prerequisites: 120 or 130, and 140, 250, 260, 300 or 310.
|
01:30 PM-02:45 PM, MW
BOSLER 313 |
| EDST 470-02 |
Senior Seminar
Instructor: Jacquie Forbes
Course Description:
The design and implementation of a study in an individual area of interest within the major concentration culminating in the writing of a conference paper or publishable article. Students will develop a review of the related research literature on their chosen topic using on-line catalogs, databases and other open access resources to access sources, gather data related to their topic employing quantitative, qualitative, and/or historiographic methodologies enhanced by electronic devices as appropriate, analyze their data using digital software as appropriate, write a conference paper or publishable article, electronically submit their conference proposals/articles, and disseminate their work via conference, digital, or paper publication formats. Prerequisites: 120 or 130, and 140, 250, 260, 300 or 310.
|
01:30 PM-02:45 PM, MR
BOSLER 315 |
| EDST 500-01 |
Impact of Teaching Backgrounds on School Psychology
Instructor: Liz Lewis
Course Description:
|
|