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Melissa Hammerle

Vis Assistant Professor of Education Studies

 work(802) 443-2384
 please refer to your course Canvas site
 Twilight Hall 107

Melissa Hammerle is the former director of the N.Y.U. Creative Writing Program and Co-Director of The Unterberg Poetry Center in New York City.  She has for several years taught and supervised pre-service teachers in Vermont, focusing on the development of teaching competencies through contemplative, self-reflective pedagogies, social justice praxis, and creative inquiry.  She has a doctorate in Educational Leadership and Policy Studies from UVM, where she completed research in contemplative education in the context of the intellectual, emotional and psychological growth of students and teachers. Her dissertation was entitled: “Conceptualizing Contemplative Practice as Pedagogy: Approaches to Mindful Inquiry in Higher Education.”

Melissa has taught methods courses for elementary and secondary teaching as well as literacy across the disciplines, the teaching process, literature and writing.  At N.Y.U. she directed literacy programs in NYC public elementary and high schools, hospitals and women’s prisons. In her teaching and her research she is interested in the connection between engaged teaching and meaningful learning and the ways in which contemplative pedagogy can provide a mechanism to deepen learning through a process of embodied inquiry in which both student and teacher are actively engaged.



Course List: 

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

EDST 0115 / BLST 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

Spring 2019, Fall 2019, Fall 2020

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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 2016

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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 2020

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EDST 0500 - Independent Project      

Independent Project
(Approval Required)

Spring 2016, Winter 2019, Fall 2019, Winter 2020, Fall 2020

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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 2019

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INTD 0210 / 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 2020

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Program in Education Studies

Twilight Hall
50 Franklin Street
Middlebury College
Middlebury, VT 05753

fax 802.443.6010