This course explores how the challenges facing schools in America’s cities are entwined with social, economic and political conditions present within the urban environment. Our essential question: How have urban educators and policy makers attempted to provide a quality educational experience for youth when issues associated with their social environment often present significant obstacles to teaching and learning? Using relevant social theory to guide our analyses, we investigate school reform efforts at the macro-level by looking at policy-driven initiatives such as high stakes testing, vouchers and privatization, and at the local level by exploring the work of teachers, parents, youth workers and reformers. Fieldwork opportunities are available for students. Enrollment limited to 35.

Knowledge of linguistics is a valuable tool for educators. Understanding the linguistic underpinnings of language, variation between spoken and written language, and sociolinguistic variation that exists in the classroom is beneficial in teaching reading and writing to all students and in understanding classroom discourse. Knowing how language works allows educators to recognize the linguistic issues they may encounter, including delays in reading; the effects of multilingualism on writing, speaking, and reading; and differences due to dialectical variation. This course provides a basic understanding of linguistic concepts, how written and spoken language interact and vary, and sociolinguistic variation in the classroom. (Can also count for the International/Global Education Strand)

This course is a study of the theories of growth and development of children, from prenatal development through adolescence; looks at basic considerations of theoretical application to the educative process and child study. Involves directed observation in a variety of child-care and educational settings. Enrollment limited to 55.

This course introduces students to the field of comparative and international education. Students survey general features of educational systems and examine key educational policies and practices in select countries. They also explore a variety of theoretical approaches and research methods for understanding educational policy and practice in comparative perspective. Focus areas include: educational access, quality and equity; teacher quality and professionalism; and educational reform in a globalized context. Enrollment limited to 35.

This course combines perspectives on cognition and learning to examine the teaching-learning process in educational settings. In addition to cognitive factors, the course incorporates contextual factors, such as classroom structure, teacher belief systems, peer relationships and educational policy. Consideration of the teaching-learning process highlights subject matter instruction and assessment. Prerequisite: a genuine interest in better understanding teaching and learning. Priority given to majors, minors, first-year students and sophomores. Enrollment limited to 30.

This course serves as an introduction to the theories, strategies and techniques that form the bases for assessing learning in classrooms. The focus is on the assumptions, strengths and weaknesses associated with various approaches. Students encounter a variety of instruments and methods used for summative and formative evaluations of student comprehension, learning needs, and academic progress. Students also develop authentic assessment tools as they work through evaluation problems associated with particular curriculum programs and instructional techniques. This course has a community-based project that requires a regular out-of-class time commitment and a final group presentation for a professional learning community of Smith College Campus School teachers and staff. Enrollment limited to 20.

This course examines the multicultural approach in education, its roots in social protest movements and its role in educational reform. The course aims to develop an understanding of the key concepts, developments and controversies in the field of multicultural education; cultivate sensitivity to the experiences of diverse people in American society; explore alternative approaches for working with diverse students and their families; and develop a sound philosophical and pedagogical rationale for a multicultural education. (Can also count for the International/Global Education Strand) Enrollment limited to 35.

This course examines teaching and learning issues related to the reading process in the elementary classroom. Students develop a theoretical knowledge base for the teaching of reading to guide their instructional decisions and practices in the classroom setting. Understanding what constitutes a balanced reading program for all children is a goal of the course. Students spend additional hours engaged in classroom observations, study-group discussions, and field-based experiences. Prerequisite: 238. Open to juniors, seniors and graduate students only, with permission.

Permission Required/Registration by Waitlist. During Add/Drop, Waiver Required

A study of the elementary school curriculum, and the application of the principles of teaching in the elementary school. Two class hours and a practicum involving directed classroom teaching. Prerequisite: three courses in the department taken previously, including 235 and 238; grade of B- or better in education courses. Corequisite: EDC 345L.Admission by permission of the department.

Permission Required/Registration by Waitlist. During Add/Drop, Waiver Required.

This lab accompanies the elementary student teaching internship course EDC 345D. The focus of the lab will be the examination of student teaching dilemmas for discussion and reflection. Student teachers will be introduced to key topics germane to their internship while examining the student teaching experience. The course will bring together content knowledge, professional dispositions/caring, instructional methods, assessment strategies, collaboration, diversity, classroom management, and technology. In this lab, student teachers will also reflect on teaching and their plans for future learning, and work on building the portfolio of teaching required for state licensure. Only open to students in Smith's teacher education program. Corequisite: EDC 345D. S/U only. (E)

Examination of individual differences and their consideration in the teaching-learning process.This course requires weekly fieldwork in classrooms supporting individual learners. Prerequisites: EDC 238.

Examining subject matter from the standpoint of pedagogical content knowledge. The course includes methods of planning, teaching and assessment appropriate to the grade level and subject-matter area. Content frameworks and standards serve as the organizing themes for the course. Corequisite: EDC 352L. Admission by permission of the department.

Permission Required/Registration by Waitlist. During Add/Drop, Waiver Required.

This lab accompanies the secondary student teaching internship course EDC 352. The focus of the lab will be the examination of student teaching dilemmas for discussion and reflection. Student teachers will be introduced to key topics germane to their internship while examining the student teaching experience. The course will bring together content knowledge, professional dispositions/caring, instructional methods, assessment strategies, collaboration, diversity, classroom management, and technology. In this lab, student teachers will also reflect on teaching and their plans for future learning, and work on building the portfolio of teaching required for state licensure. Only open to students in Smith's teacher education program. Corequisite: EDC 352. S/U only. (E)

An examination of diversity in learning and background variables, and their consideration in promoting educational equity. Also, a look at special needs as factors in classroom teaching and student learning. Research and pre-practicum required.

Classroom: Hillyer Graham

This course examines current theoretical perspectives about learning and teaching that are emerging from the learning sciences. Central to these theories are ideas about how people learn, both independently and in groups, in ways that facilitate critical thinking and the development of meaningful knowledge. Theories are applied to the design of curriculum, instruction and assessment. Open to seniors by permission of the instructor.

Discussion of poetry, short stories, short novels, essays and drama with particular emphasis on the ways in which one might teach them. Consideration of the uses of writing and the leading of discussion classes. For upper-level undergraduates and graduate students who have an interest in teaching. Enrollment limited to 15.

Offered as ITL 299, FRN 299, POR 299, and SPN 299. The course explores the issues in world language instruction and research that are essential to the teaching of Romance languages. Special focus will be on understanding local, national and international multilingual communities as well as theories, methods, bilingualism, and heritage language studies. Topics include the history of Romance languages, how to teach grammar/vocabulary, the role of instructors, and feedback techniques. The critical framing provided will help students look at schools as cultural sites, centers of immigration and globalization. Class observations and scholarly readings help students understand the importance of research in the shaping of the pedagogical practice of world languages. Prerequisite:At least 4 semesters (or placement to equivalent level) of a Romance language taught at Smith (Italian, Portuguese, Spanish or French). Enrollment limited to 25.

A consideration of how the study of history, broadly conceived, gets translated into curriculum for middle and secondary schools. Addressing a range of topics in American history, students develop lesson and unit plans using primary and secondary resources, films, videos and internet materials. Discussions focus on both the historical content and the pedagogy used to teach it. Limited to juniors and seniors and graduate students. Does not count for seminar credit in the history major.

Permission Required/Registration by Waitlist. During Add/Drop, Waiver Required. Contact current History chair for more information.

Offered as ITL 299, FRN 299, POR 299, and SPN 299. The course explores the issues in world language instruction and research that are essential to the teaching of Romance languages. Special focus will be on understanding local, national and international multilingual communities as well as theories, methods, bilingualism, and heritage language studies. Topics include the history of Romance languages, how to teach grammar/vocabulary, the role of instructors, and feedback techniques. The critical framing provided will help students look at schools as cultural sites, centers of immigration and globalization. Class observations and scholarly readings help students understand the importance of research in the shaping of the pedagogical practice of world languages. Prerequisite:At least 4 semesters (or placement to equivalent level) of a Romance language taught at Smith (Italian, Portuguese, Spanish or French). Enrollment limited to 25.

Offered as ITL 299, FRN 299, POR 299, and SPN 299. The course explores the issues in world language instruction and research that are essential to the teaching of Romance languages. Special focus will be on understanding local, national and international multilingual communities as well as theories, methods, bilingualism, and heritage language studies. Topics include the history of Romance languages, how to teach grammar/vocabulary, the role of instructors, and feedback techniques. The critical framing provided will help students look at schools as cultural sites, centers of immigration and globalization. Class observations and scholarly readings help students understand the importance of research in the shaping of the pedagogical practice of world languages. Prerequisite:At least 4 semesters (or placement to equivalent level) of a Romance language taught at Smith (Italian, Portuguese, Spanish or French). Enrollment limited to 25.

Offered as ITL 299, FRN 299, POR 299, and SPN 299. The course explores the issues in world language instruction and research that are essential to the teaching of Romance languages. Special focus will be on understanding local, national and international multilingual communities as well as theories, methods, bilingualism, and heritage language studies. Topics include the history of Romance languages, how to teach grammar/vocabulary, the role of instructors, and feedback techniques. The critical framing provided will help students look at schools as cultural sites, centers of immigration and globalization. Class observations and scholarly readings help students understand the importance of research in the shaping of the pedagogical practice of world languages. Prerequisite:At least 4 semesters (or placement to equivalent level) of a Romance language taught at Smith (Italian, Portuguese, Spanish or French). Enrollment limited to 25.

Service learning, civic engagement, community-based participatory research and community service are familiar terms for describing forms of community-based learning (CBL) in higher education. Theorists and practitioners continue to debate how students and faculty can best join partners to support community-driven goals in areas nearby colleges and universities. Students consider these issues through exploring the literature of community engagement and learning from the experiences of those who practice its different forms. CCX 120 serves as a gateway course for the Community Engagement and Social Change Concentration. Students are introduced to the varied opportunities available at the college for engaging with communities. S/U only.