Courses

Courses offered in the past four years.
indicates offered in the current term
indicates offered in the upcoming term[s]

EDST 0102 - English Lang in Global Context      

English Language in Global Context
In this course, we will discuss and write about the dominance of English in the global landscape. The course reader, The Handbook of World Englishes (2006), offers an interdisciplinary approach to the topic. We will begin the course with a geographic and historical overview of World Englishes and then will examine the impact of English language dominance on individuals and societies, emphasizing themes such as migration, globalization, education, and identity. Throughout the course, we will explore the relevance of these issues to educators, linguists, and policy-makers around the world. CMP SOC

Spring 2014, Spring 2017, Spring 2018

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EDST 0105 - Education for Sustainability      

Foundations of Education for Sustainability
In this course we will examine how Education for Sustainability (EFS) has become an interdisciplinary field that embodies a holistic and critical approach to the role of education in informing human interactions with the environment and the economy through the lens of equity & social justice. We will use place-based education as our context and service-learning as our pedagogy, while sustainable communities will remain our overarching goal. In collaboration with a community partner, students will identify an authentic need in Addison County and design and participate in EFS through a community-based project. This course will take an active approach to learning and will consist of activities, workshops, projects, and guest speakers, to provide students the opportunity to experience EFS in practice. 3 hrs. lect. SOC

Spring 2014

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EDST 0107 - Introduction to TESOL      

Introduction to TESOL
In this course we will study theories and practices relevant to Teaching English to Speakers of Other Languages (TESOL) in the U.S. and abroad. We will examine curricular resources used with adolescent and adult learners, and practice developing materials applicable to a variety of classroom settings. We will also discuss critical issues in the field, such as linguistic prejudice, language maintenance, and social justice pedagogy. Class sessions are largely hands-on, and include student teaching demonstrations with peer feedback. Opportunities for community engagement are also available. The final project is a portfolio that includes a personal philosophy of teaching. (Not open to students who have taken LNGT/EDST 1003) WTR

Fall 2013, Winter 2016, Winter 2018

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EDST 0109 - Mathematics for Teachers      

Mathematics for Teachers
What mathematical knowledge should elementary and secondary teachers have in the 21st century? Participants in this course will strengthen and deepen their own mathematical understanding in a student-centered workshop setting. We will investigate the number system, operations, algebraic thinking, measurement, data, and functions, and consider the attributes of quantitative literacy. We will also study recent research that describes specialized mathematical content knowledge for teaching. (Not open to students who have taken MATH/EDST 1005. Students looking for a course in elementary school teaching methods should consider EDST 0315 instead.) DED

Spring 2014, Fall 2015

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EDST 0115 - Education In the USA      

Education in the USA
What are schools for? What makes education in a democracy unique? What counts as evidence of that uniqueness? What roles do schools play in educating citizens in a democracy for a democracy? In this course, we will engage these questions while investigating education as a social, cultural, political, and economic process. We will develop new understandings of current policy disputes regarding a broad range or educational issues by examining the familiar through different ideological and disciplinary lenses. 3 hrs. lect./1 hr. disc. AMR NOR SOC

Fall 2013, Spring 2014, Fall 2014, Spring 2015, Fall 2015, Spring 2016, Fall 2016, Spring 2017, Fall 2017, Spring 2018

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EDST 0125 - Introduction to Mindfulness      

Introduction to Mindfulness
Students will learn and intensively practice, basic sitting and walking meditation. We will use the breath to foster relaxed attention and to gain perspective on our restless minds. Emphasis will be on using these techniques in daily life and academic endeavors. We will read texts from the contemporary American, Tibetan, and Zen Buddhist traditions, although meditation will be employed in nonsectarian fashion applicable to any belief system. Students will reflect on their learning through papers and presentations. No meditation experience necessary. (Not open to students who have taken FYSE1393 or INTD1125) 3 hrs. lect AAL NOA WTR

Fall 2017

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EDST 0185 - Writing For Children      

Writing for Children and Young Adults
This course is an introduction to writing for children and young adults through analysis of model short fiction and novels, and regular discussion of student writing. We will focus on craft and form with particular attention to the demands of writing for a young audience. Emphasis will be on composition and revision. 3 hrs. lect. ART

Fall 2013, Fall 2014, Fall 2015, Fall 2016, Winter 2018

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EDST 0203 - Taboos and Trends in Lit      

Taboos and Trends in Literature for Children and Young Adults
In this course we will examine groundbreaking works of literature for children and young adults. From Mark Twain to contemporary authors such as Lowry, Myers, and Farmer, writers for young people have pressed hard on societal notions about what is acceptable for young readers. We will look at taboos that have existed and been broken, as well as current trends in the field. We will pay particular attention to developmental issues in youth and sociocultural mores, including censorship. LIT

Spring 2015

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EDST 0205 - L2 Acquisition & Ed. Tech.      

Second Language Acquisition (SLA) and Educational Technology
In this course we will study the relationship between second language acquisition (SLA) theory, foreign language (FL) instruction, and the use of educational technology. We will examine various aspects of first and second language learning/acquisition. SLA theories and research findings will then provide a framework to explore FL instruction and computer assisted learning (CALL) applications. Based on an experiential project development approach, this course will offer students opportunities to critically assess existing CALL applications and to design learning materials based on SLA current and relevant research. Class sessions are designed to be hands-on and interactive. (Not open to students who have taken LNGT/EDST 1004) 3 hrs. lect./disc.

Winter 2015

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EDST 0210 - Sophomore Seminar/Liberal Arts      

Sophomore Seminar in the Liberal Arts
This course is designed for sophomores who are interested in exploring the meaning and the purpose of a liberal arts education. To frame this investigation, we will use the question "What is the good life and how shall I live it?" Through an interdisciplinary and multicultural array of readings and films we will engage our course question through intellectual discussion, written reflection, and personal practice. There will be significant opportunities for public speaking and oral presentation, as well as regular writing assignments, including a formal poster presentation. Readings will include reflections on a liberal arts education in the U.S. (Emerson, Brann, Nussbaum, Oakeshott, Ladsen-Billings, bell hooks); on "the good life" (excerpts from Aristotle, sacred texts of different traditions); on social science analyses of contemporary life; texts on the neuroscience of happiness; as well as literary and cinematic representations of lives well-lived. CMP

Spring 2014, Fall 2014, Spring 2015, Fall 2015, Spring 2016, Fall 2016, Spring 2017, Fall 2017, Spring 2018

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EDST 0211 - Global Literature for Youth      

Global Perspectives on Literature for Youth
Literature in translation, post-colonial English literature, and the literature of immigrants are a growing part of literature available to American children. We will examine literature from Africa, the Middle East, Europe, and Asia originally written in English or in translation. What makes international literature distinct from multicultural literature? Do these literary traditions bridge cultural gaps? What issues arise in translating for children? What is the phenomenon of "Americanization?" What are the implicit and explicit cultural and/or ethnic expectations regarding authorship and criticism in international literature? In this class we will examine these questions through the lens of literature for children. CMP LIT

Spring 2016

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EDST 0215 - Culturally Responsive Pedagogy      

Culturally Responsive Policy and Pedagogy
Building on the work of Gloria Ladson-Billings’ culturally relevant pedagogy, Django Paris developed a theory of culturally sustaining pedagogy that “seeks to perpetuate and foster—to sustain linguistic, literate, and cultural pluralism,” for students in schools (Paris, 2012). In this course we examine how teachers might sustain and support students in classrooms and how educational policy might better address and respond to the rich diversity in our schools and communities. This is a required course for all students seeking a Vermont teaching licensure. (EDST 0115) 3 hrs. lect. AMR CMP NOR SOC

Fall 2017

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EDST 0226 - Boarding School Fiction & Fact      

The Boarding School in Fiction and Fact
From Tom Brown's School Days to Prep, writers have commemorated the boarding school experience. Through studying novels, short stories, memoir excerpts, and films, we will identify recurring archetypes and consider how these have changed over time. We will examine the reciprocal relationship between these schools and society. Do these schools have an agenda beyond their professed ones? How do they contribute to the formation of social power structures? We will look at not only the traditional Anglo-American experience but also that of Native Americans, Chinese, Indian, and others. Readings will include works by John Knowles, P. G. Wodehouse, Curtis Sittenfeld, Anita Shreve, and Han Han. (This course is not open to students who have taken ENAM/EDST 1019) CMP LIT

Spring 2016, Fall 2017

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EDST 0227 - JusTalks At Middlebury      

JusTalks at Middlebury
In this course students will develop the ability to facilitate the JusTalks First-Year Forums that will take place during winter term and spring semester. The First Year Forums are intended to (i) foster the habits of listening empathically and responding constructively when engaging in complex discussions that address topics such as privilege and difference, and (ii) develop greater awareness of how to contribute actively to building an inclusive community. The knowledge, skills, and dispositions that students will develop in this course are consciously intended to be transferable to other settings and transformative for the Middlebury community. SOC WTR

Winter 2017, Winter 2018

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EDST 0242 - Non-Native Speakers      

The Non-Native Speaker in a Multilingual World
In this course we will address linguistic, educational, and ideological dimensions of the non-native speaker identity and multilingual societies. What does it mean to be a non-native speaker? Why is this linguistic identity considered by some to be a stigma and by others to be a privilege? How do societies succeed in and fail at integrating speakers of different languages? In which ways do language policies and educational practices in the United States and around the world reflect linguistic and social realities? 3 hrs. lect./disc. CMP SOC

Spring 2018

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EDST 0300 - Models of Inclusive Education      

Models of Inclusive Education
In this course we will focus on strategies and techniques for including students with diverse learning styles in general education environments. Legal, theoretical, philosophical, and programmatic changes leading toward inclusive models of education will be approached through a historical overview of special education for students with disabilities. Additionally, the course works to expand notions of inclusion such that students' multiple identities are incorporated into all learning. Emphasis is given to the active learning models and differentiated curriculum and instruction to accommodate a range of learners with diverse disabilities, abilities, and identities. (EDST 0115 or SOAN 0215 or AMST 0105). AMR NOR SOC

Spring 2014, Spring 2015, Spring 2017, Spring 2018

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EDST 0305 - Elem. Literacy & Soc. Studies      

Reading & Writing the World: Teaching Literacy and Social Studies in the Elementary School
In this course, we examine what it means to be literate in the 21st century and ways in which all students can be empowered by the texts and teaching they encounter in schools. Students will develop their ability to enact literacy instruction based on current research about how children learn to read and write. We will take a critical look at texts—fiction, nonfiction, and historical—to consider the ways that texts read and write the world, develop abilities to select texts that empower all learners, and analyze retellings of historical events/persons to take into account multiple perspectives. Many class sessions occur onsite at a local elementary school to provide consistent practice and supportive feedback on authentic components of teaching (transportation provided). In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area to see the workings of an entire class. 3 hrs. lect./1 hr. disc.

Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017

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EDST 0306 - Elementary Science Methods      

EDST 0307 Elementary Science Methods
In this course we will investigate children’s scientific understanding and how to design learning experiences to advance their understanding. Students will learn to use a claim/evidence/reasoning framework to develop children’s scientific explanations. We will also study recent research in science education and the engineering and design process. Activities will include observing science instruction, conducting assessments, lesson planning, and teaching standards-based lessons. Students will gain an understanding of how to plan, implement, and assess science instruction through class and field placements in local schools (approximately 15 hours/week). Students will also collect evidence and write an entry for their Vermont licensure portfolio. WTR

Winter 2018

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EDST 0307 - Elementary Math Methods      

Elementary Math Methods
In this course we will approach mathematics as the construction of ideas rather than the memorization of facts and rules. We will investigate children’s mathematical reasoning, how to construct learning experiences to advance conceptual development, and how a social justice stance enables math to be a source of empowerment for children. Many class sessions occur at a local elementary school (transportation provided) so students can ground their thinking about course topics within a school, and consistently practice and receive feedback on authentic components of teaching. Students will also complete field experiences in a local K-6 classroom and Vermont licensure requirements. (EDST 0306) 3 hrs. lect./1 hrs. disc

Spring 2018

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EDST 0315 - Elem Mathematics and Science      

Answers Are Not the Solution: Teaching Mathematics and Science in the Elementary School
What does it mean to know something? In this course we will approach mathematics and science learning as the construction of ideas rather than the memorization of facts, rules and procedures. We will investigate the mathematical and scientific reasoning of young people and how to construct learning experiences to support students’ conceptual development and ability to communicate in mathematical and scientific ways. We will also explore how a social justice stance enables math and science to be a source of empowerment for students. Many class sessions occur on site at a local elementary school (transportation provided). This partnership allows students to ground their thinking about the role of schools in a democratic society within the workings of a local school and provides consistent practice and supportive feedback on authentic components of teaching. In addition to class sessions, students will complete field experiences in a K-6 classroom in the Middlebury area. 3 hrs. lect./1 hr. disc.

Spring 2014, Spring 2015, Spring 2016, Spring 2017

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EDST 0317 - Children And The Arts      

Children and the Arts
This course will examine the integration of the arts into the elementary curriculum. Students will teach standards-based lessons that include the literary, performing, and visual arts. Activities will include art projects, sketch journals, reading assignments, and the exploration of community and teaching resources. Students will gain an understanding of the important role the arts can play in the curriculum through field placements in local schools (approximately 15 hours/week) and class discussions. (Pass/Fail) ART non-standard grade WTR

Winter 2014, Winter 2015, Winter 2016

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EDST 0318 - Middle/Secondary Ed Methods      

Teaching and Learning in Secondary Schools
This course emphasizes the knowledge and skills necessary for effective teaching at the secondary level. Starting from a foundation in the liberal arts, students will develop lesson and unit plans based on instructional models that reflect "best practice" and that are grounded in key concepts from their respective disciplines. Concerns regarding "classroom management" will be addressed as opportunities to design challenging and engaging curriculum. Students will be required to integrate technology into meaningful, academic inquiry. 3 hrs. lect.

Spring 2014, Spring 2015, Spring 2016, Spring 2017

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EDST 0320 - Literacy Across Secondary Curr      

Literacy Across the Secondary Curriculum
This course will acquaint prospective teachers with pedagogies that use literacy to help students learn subject matter, strategies, and skills in various secondary content areas. We will consider both the theory and practice of literacy through analysis of the nature of reading, writing, discussion, interpretation, and critical processes and practices. We will also consider the politics of literacy and the importance of socio-economic, linguistic, and cultural factors in making appropriate choices about methods and materials for diverse populations. Students will spend at least two hours per week observing and tutoring in secondary schools in the Middlebury area. 3 hrs. lect.

Fall 2013, Fall 2014, Fall 2015, Fall 2016

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EDST 0327 - Field Exp Secondary/Special Ed      

Field Experience in Secondary Education and Special Education
In this course we will examine secondary teaching and special education at the middle school level. Working closely with practicing middle school teachers, students will spend five days a week in the schools, observing, tutoring, directing small-group learning, developing lessons, and assessing student work. In this seminar we will explore, through selected readings and a case study, the policy and pedagogy of special education for students with learning disabilities. Further topics in middle/secondary education will be addressed. Required for students seeking a minor in secondary education. (Pass/Fail) non-standard grade WTR

Winter 2014, Winter 2015, Winter 2016, Winter 2017, Winter 2018

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EDST 0337 - The Urban Educ. Internship      

The Urban Education Internship
This internship provides teaching and learning opportunities in schools in Washington, D.C. During the term, each student will be assigned to work as an intern with a classroom teacher or program at a school in our nation's capital. Tasks will vary but may include: observing classes, tutoring, directing small-group work, working with special education students, working in the computer lab, and working with outreach programs. Students will spend four full days (M-Th) at the school each week, keep a journal, and complete a formal essay about their experience. On Fridays, students will engage in an extensive reflective seminar and work with staff in our Middlebury College, Washington, D.C. office. Lodging and a lunch stipend are provided. (EDST 0115 or SOAN 0215; Approval required, please contact Jonathan Miller-Lane or Trish Dougherty prior to registration). (Pass/Fail) non-standard grade WTR

Winter 2014, Winter 2016, Winter 2017

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EDST 0375 - International Education      

International and Cross Cultural Education
Who gets to own knowledge? Who can acquire it? How do we construct advantage and disadvantage? Comparative and international education examines the intersection of culture and education and the ways they are inextricably related through history, politics, and literature. In this course we will explore major concepts, trends, and methodologies across disciplines, focusing on the effects of globalization, the maintenance and dissolution of borders, the commodification of knowledge, the social creation of meaning, and the consequences of those constructions. We will examine global educational traditions and realities on the ground in case studies of Western and developing nations. CMP SOC

Spring 2015, Spring 2016, Fall 2017

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EDST 0405 - Elem Student Teach Practicum      

Student Teaching in the Elementary School
A semester-long practicum in a local elementary school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410) (Approval required) non-standard grade

Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017, Spring 2018

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EDST 0406 - Elem Student Teach Practicum      

Student Teaching in Elementary School
See EDST 0405. (Approval required) non-standard grade

Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017, Spring 2018

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EDST 0407 - Elem Student Teach Practicum      

Student Teaching in the Elementary School
See EDST 0405. (Approval required) non-standard grade

Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017, Spring 2018

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EDST 0410 - Student Teaching Seminar      

Student Teaching Seminar
Concurrent with student teaching, this course is designed to provide guidance in curriculum development and its implementation in the classroom, and to explore issues related to the teaching process and the profession. Students will construct a Teaching Licensure Portfolio as well as exchange ideas about their student teaching experiences. Topics including technology, classroom management, special education, and assessment will be featured. The Vermont Framework of Standards and Learning Opportunities, the five Standards for Vermont Educators, the Principles for Vermont Educators, and ROPA-R will guide the development of the Teacher Licensure Portfolio. (Corequisite: EDST 0405, EDST 0406, EDST 0407 or EDST 0415, EDST 0416 EDST 0417) (Approval required) 3 hrs. lect. CW

Fall 2013, Fall 2014, Fall 2015, Fall 2016, Fall 2017, Spring 2018

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EDST 0415 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
A semester-long practicum in a local middle or high school under the direct supervision of an experienced cooperating teacher. (Corequisite: EDST 0410) (Approval required) non-standard grade

Fall 2013, Fall 2014, Fall 2015, Fall 2017, Spring 2018

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EDST 0416 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
See EDST 0415. (Approval required) non-standard grade

Fall 2013, Fall 2014, Fall 2015, Fall 2017, Spring 2018

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EDST 0417 - Sec Student Teach Practicum      

Student Teaching in the Middle School/High School
See EDST 0415. (Approval required) non-standard grade

Fall 2013, Fall 2014, Fall 2015, Fall 2017, Spring 2018

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EDST 0430 - Senior Seminar in Education      

Senior Seminar in Education Studies
In this capstone seminar for General Education minors, students will engage, analyze, and offer solutions to real world problems in the current landscape of education. We will read extensively in the field, consider multiple research methods and approaches, and enlist community experts. Working across disciplines and collaboratively, students will create final projects that integrate and apply what they have learned in their coursework, developing and enhancing skills for creative problem solving and leadership in the field. Final projects will vary; all students will make oral presentations. (three of five required courses for the general EDST minor.) 3 hrs. Sem. SOC

Fall 2017

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EDST 0500 - Independent Project      

Independent Project
(Approval Required)

Fall 2013, Winter 2014, Spring 2014, Fall 2014, Winter 2015, Spring 2015, Fall 2015, Winter 2016, Spring 2016, Fall 2016, Winter 2017, Spring 2017, Fall 2017, Winter 2018, Spring 2018

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EDST 0505 - Ind. Study-Sec Methods      

Independent Study - Secondary Methods
This course is for students who are pursuing a VT teaching license in a Secondary content area. Students are required to commit to a school placement under the guidance and supervision of a certified, secondary VT teacher. The content of the course will be developed collaboratively by the EDST professor overseeing the independent student, the VT secondary teacher who is overseeing the school placement, and the student. Regular meetings involving all three will take place throughout the semester. The exact meeting schedule will be determined on a case by case basis. Students will complete assignments that address the requirements of the VT Educator Portfolio. (EDST0115, EDST0225 and relevant courses in Psychology). By Approval only. Interested students must meet with the Director of Education Studies.

Fall 2017, Spring 2018

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EDST 1001 - Educ/Sustainability in Action      

Education for Sustainability in Action
What skills, knowledge, and attitudes do young people need to meet the challenges and opportunities that await them? What role do educators play in preparing students for their future? In this course we will consider these questions as students explore, experience, and create Education for Sustainability (EFS) in Burlington, VT. During the third week of the semester, students will live at Shelburne Farms, a global leader in EFS, as they observe and participate in EFS in K-12 classrooms. WTR

Winter 2014

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EDST 1002 - Teaching August Wilson      

Make Room: Teaching August Wilson
August Wilson has been hailed as “Theater's Poet of Black America,” yet many students have little exposure to this literary giant. In this course we will explore Wilson’s impressive cycle of 10 plays illustrating 20th century African-American experiences. We will take an interdisciplinary approach to reading, analyzing, and understanding Wilson’s work, exploring such influences as the blues, visual artist Romare Bearden, and playwright/poet Amiri Baraka. We will also use Critical Race Theory as an analytical tool for understanding Wilson’s significance within the larger context of race relations. The course will culminate with workshops at local schools and staged readings of Wilson’s work. ART LIT NOR WTR

Winter 2015

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EDST 1006 - Contemplative Education      

Contemplative Education: The Art and Science of Mindful Learning
Compelling research in the fields of education, psychology, neuroscience, and cognitive science suggests a positive correlation between contemplative practices and the intellectual, emotional, and psychological growth of students. In this course we will consider the art and science of mindful learning as we investigate the emerging field of contemplative education. We will look at education and learning theories that inform contemplative pedagogies in K-12 and higher education. We will also engage in contemplative practices and holistic inquiry to consider mindful learning from a personal perspective. Students will develop their own curricular models for contemplative teaching and learning. WTR

Winter 2016

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EDST 1007 - Executive Function & Literacy      

Executive Function and Literacy
In this course students will gain an understanding of executive function and ADHD, how they affect literacy, and what teachers can do to create more successful learning environments. Students will explore areas of the brain responsible for executive functioning and varied manifestations of its dysfunction. You will learn to distinguish between behaviors that appear to be defiance or laziness and conditions causing these behaviors. Through readings, multi-media, and interactive activities, students will develop a new lens through which to consider student learning, and strategies to assist these students in their ability to access content and demonstrate understanding. WTR

Winter 2017, Winter 2018

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EDST 1125 - Introduction to Meditation      

Introduction to Meditation
Students will learn and intensively practice basic sitting and walking meditation. We will use the breath to foster relaxed attention and to gain perspective on our restless minds. Emphasis will be on using these techniques in daily life and academic endeavors. We will read texts from the contemporary American, Tibetan, and Zen Buddhist traditions, but the meditation will be employed in nonsectarian fashion applicable to any belief system. Students will write papers and give presentations. No meditation experience necessary. (Not open to students who have taken FYSE 1393 or EDST/INTD 0125) AAL NOA WTR

Winter 2018

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Program in Education Studies

Twilight Hall
50 Franklin Street
Middlebury College
Middlebury, VT 05753

fax 802.443.6010