Hampshire College Courses
Upcoming Courses
Fall 2019
Environmental Education: Foundations and Inquiries. CS-0194. In this introductory course, students will explore the history, practices, career options, and problems of environmental education – educational efforts promoting an understanding of nature, environmentally responsible behavior, and protection of natural resources. Shifts in environmental education research foci, relationships to current and past environmental challenges (e.g., air pollution, species loss, climate change), and differences between U.S. and international efforts will be discussed. We will compare and contrast topics such as education for sustainable development, environmental education, conservation education, environmental behavior change, ecoliteracy, and interpretation. Students will be exposed to four lines of inquiry: critical pedagogy, educational research, experiential learning and spiritual/emotional connections. In addition to assigned readings, students will choose a line of inquiry and follow that line of inquiry to: 1) design, in teams, an environmental education intervention and 2) write an individual paper on a topic of interest to the student related to environmental education.
Improving Education through Research: Theory and Practice. CS-0287. Many people have opinions about how to improve education, yet few know about education change research. Improving education requires evidence gathered systematically through research. Students will learn methods for conducting research on learning and teaching, methods that yield evidence leading to educational change. This course is for Div II/III students; prior education coursework is necessary. Methodologies learned will include field notetaking, interviewing, surveying, pre-post assessments, and overall design-based approaches. Students learn these methods while collaborating with the professor on an emerging design-based research project at the Hitchcock Center for the Environment. Students will read and discuss primary source research literature, participate in research design activities, assist with constructing research instruments, write their own research proposal on a topic of interest to them, lead class discussions, and perform class presentations. This course will be particularly helpful for students interested in educational change, especially those in their last semester of Division II.
Spring 2020
Teaching about Nature in Nature. CS- lower 200 level (no course number yet). Are you interested in teaching summer camp outdoors? Teaching nature classes in outdoor settings? Becoming an environmental educator? This course will teach you a variety of skills, knowledge, and instructional techniques. This course includes a “lab” session where you will: observe expert outdoor environmental educators, design one class/activity, and, practice teaching. Lab sessions will be held at The Hitchcock Center for the Environment located on Hampshire campus near the farm. Students must be willing/able to spend time teaching and learning outdoors. In addition to the practical components of this course, we will read and discuss academic writing on the topics of group management, instructional practice such as free-play and guided discovery, general learning theory, and how to design for learning. Prior coursework/knowledge of education and/or ecology is helpful but not required.
Your place or mine: Critical place-based education. CS-0257. Note: this is an advanced level course intended for Div II (2nd or 3rd year) and Div III (4th year) students. In this advanced-level course on environmental education, we will read seminal works on notions of place (Thoreau; Leopold), critical pedagogy (Freire), place-based education (Sobel), critical theory (hooks), and ecophilosophy. We will also read modern thinkers such as Gruenwald/Greenwood, Berry, Gough, and non-white, indigenous and gender diverse scholars LaDuke, Taylor, Hoffner and others. We will spend time in “places” (possibly including a field trip, or two) to investigate our own notions and perceptions thereof to connect the theory and practice. Students in this class will also participate in a whole-class, semester-long activity. Journaling, class discussion, class project participation, and writing a final paper will serve as forms of evaluation for this class.
Current Courses
Spring 2019
Systems Theory and Systems Thinking: Tools to Tackle “Wicked” Environmental and Justice Problems. CS-0248. Research in the learning sciences, an interdisciplinary field seeking to advance the science on, and practices of, learning, has much to offer the field of environmental education. In this design-focused course, we will create, iterate, and pilot environmental and sustainability education curriculum materials. Working closely with local environmental organizations, public and private schools, museums, and/or preschools, we will pilot our designs with real learners in real settings. Throughout the course we will read primary source research articles, review curriculum and curriculum platforms designed by learning scientists, and engage with scholars focused on effective curriculum design. Students will create curricular interventions, write short papers that connect theory to practice, and engage in peer-review processes. This course was designed with Div II students in mind.
Museums as Learning Contexts: Designing and assessing museum spaces for learning. CS-0251. In this course, we will explore the explicit and implicit assumption that learning occurs in museum spaces. Many museums (art, science, etc.) and designed museum-like spaces such as aquariums, sculpture gardens, and historical centers, often collectively called “informal learning institutions,” frequently include educational components in their mission statements or goals. Yet, how are these components enacted or realized? Several questions will drive our inquiry: How do we define learning in these settings? How do we measure learning in these settings? What design or program elements foster learning in these settings? How do culture, social norms and notions of privilege influence learning in these spaces? We will discuss foundational readings and critical research on museum learning. Students will conduct museum learning activities, conduct a short museum learning study and write a paper on a topic of interest related to museums as learning contexts.
Previous Hampshire Courses
Fall 2018
Curriculum Design in Environmental and Sustainability Education. CS-0248. Research in the learning sciences, an interdisciplinary field seeking to advance the science on, and practices of, learning, has much to offer the field of environmental education. In this design-focused course, we will create, iterate, and pilot environmental and sustainability education curriculum materials. Working closely with local environmental organizations, public and private schools, museums, and/or preschools, we will pilot our designs with real learners in real settings. Throughout the course we will read primary source research articles, review curriculum and curriculum platforms designed by learning scientists, and engage with scholars focused on effective curriculum design. Students will create curricular interventions, write short papers that connect theory to practice, and engage in peer-review processes. This course was designed with Div II students in mind.
Oceans of Change: Learning to promote sustainability and protect the ocean in the face of climate change. CS-0261. How do we help people learn about, understand, and enact pro-environmental behavior (e.g., drive less, political action, consumer choice)? We will explore this question through the example of the ocean. Marine ecosystems are under immense human pressures. Ninety percent of fish stocks are overfished; coral reefs are dying; dead zones are growing; ocean acidity is increasing. These all have human consequences, often disproportionately impacting marginalized people (poor; indigenous; minorities). Against this backdrop, we’ll explore how to move forward through theories from cognitive science (why can’t people “understand” climate issues?), ecopsychology (why don’t people use less energy?), learning sciences (how do we design climate change curriculum), psychology (don’t people care?), and cultural studies (indigenous peoples know how to live sustainably, right?). Through class discussion, whole-class and individual project-based work, and short class papers, students will develop broad-based knowledge about both marine science and perspectives for promoting a better human-nature future.
Spring 2018
Critical pedagogy of place: A tool for environmental action and social change. CS-0257. In this advanced course on environmental education, we will read seminal works on notions of place (Thoreau; Leopold), critical pedagogy (Freire), place-based (Sobel), critical theory (hooks). We will also read modern thinkers such as Gruenwald/Greenwood, Berry, Gough and others. We will spend time in “places” to investigate our own notions and perceptions thereof to connect the theory and practice. Students in this class will also help shape how we are to prepare the next generation of environmentally-focused change agents. This will be accomplished through a whole-class, semester-long activity, where students enrolled in this course will be directly involved in the development, hosting and implementation of a min-conference for environmental education scholars.
How People Learn. CS-208. In recent years, as a result of interactions between cognitive psychology and education, we now have many ideas about classroom learning, and approaches to teaching, testing and assessment. We also have strong evidence that implementing these ideas could really improve learning for all children and youth, including those who are under- resourced. In this seminar we will work to understand the findings by reading and discussing a selection of theoretical works from cognitive science and psychology. We will examine the practical applications of these theories to education through discussion and time observing/assisting in a classroom or tutoring/mentoring. We will also learn how to evaluate educational claims. Students will be evaluated on a series of short reaction papers, a final paper, and their general participation. This course can be used to satisfy the Educational Psychology requirement for licensure students.
Fall 2017
Environmental Education: Foundations and Inquiries. CS-0194. In this introductory course, students will explore the history, practices, career options, and problems of environmental education – educational efforts promoting an understanding of nature, environmentally responsible behavior, and protection of natural resources. Shifts in environmental education research foci, relationships to current and past environmental challenges (e.g., air pollution, species loss, climate change), and differences between U.S. and international efforts will be discussed. We will compare and contrast topics such as education for sustainable development, environmental education, conservation education, environmental behavior change, ecoliteracy, and interpretation. Students will be exposed to four lines of inquiry: critical pedagogy, educational research, experiential learning and spiritual/emotional connections. In addition to assigned readings, students will choose a line of inquiry and follow that line of inquiry to: 1) design, in teams, an environmental education intervention and 2) write an individual paper on a topic of interest to the student related to environmental education.
Mixed-Methods Research Design: Combing Qualitative and Quantitative Approaches to Study Cognitive Science Questions. CS-0253. This course will introduce students to the research methodology called Mixed-Methods. This methodology combines qualitative research approaches with quantitative research approaches, seeking the best of both research paradigms. This course will involve a combination of discussion, case studies, and individual and team design projects. Topics will include specific methodologies such as surveys, interviews, observation protocols, case studies; methodological issues regarding validity and reliability, researcher-practitioner confounds; important techniques such as developing coding schemes, ensuring interrater reliability; and the advantages and disadvantages of this approach. We will use examples from cognitive science broadly but students with other disciplinary interests are welcome. This course is designed to help prepare students for Div III research in many arenas. Students will be evaluated based upon class participation, individual project work, group project work, and a series of small papers.
Spring 2017
Designing for learning: Designing for learning in formal and informal contexts. CS-0295. Where does good learning design (curriculum, museum exhibits, outdoor ed. programs, etc.) come from? What is the relationship between curriculum, etc. and pedagogy? How do good educators promote deep learning despite the current political climate that emphasizes content mastery and efficient instruction? Should learning design and instruction differ between school and non-school contexts? In this course, you will learn research-based practices for designing for learning, how to focus on conceptual understanding and the development of higher order thinking in a number of domains and across multiple contexts (schools, museums, outdoor environments, etc. Each student or group develops a curriculum, etc. unit on a topic of their choice. In addition, students get some practice teaching their materials to one another. This course is designed for Division II and III students who are interested in teaching in formal or non-formal settings or who are developing curriculum as part of their independent work.
Games that Teach. CS-0328. How do we create engaging, interesting, fun games? A growing area of interest for game designers is “educational games.” But what does research on learning, especially from games, tell us about effective design that leads to learning? In this course, students will read about, design and play educational games. Through hands-on, project-based work, students will work individually and in teams to create at least two games that teach. These games can be in digital or non-digital format. The class will collaboratively create a set of criteria by which all games products will be measured for solid game design and effective teaching. As grounding for this work, we will read and discuss primary research literature on game design, game theory, effective educational game design practices, and theories about learning and teaching. Evaluations will be based upon game products, class participation and a short paper documenting the theories behind the game products.
Fall 2016
Oceans of Change: Learning to promote sustainability and protect the ocean in the face of climate change. CS-0261. How do we help people learn about, understand, and enact pro-environmental behavior (e.g., drive less, political action, consumer choice)? We will explore this question through the example of the ocean. Marine ecosystems are under immense human pressures. Ninety percent of fish stocks are overfished; coral reefs are dying; dead zones are growing; ocean acidity is increasing. These all have human consequences, often disproportionately impacting marginalized people (poor; indigenous; minorities). Against this backdrop, we’ll explore how to move forward through theories from cognitive science (why can’t people “understand” climate issues?), ecopsychology (why don’t people use less energy?), learning sciences (how do we design climate change curriculum), psychology (don’t people care?), and cultural studies (indigenous peoples know how to live sustainably, right?). Through class discussion, whole-class and individual project-based work, and short class papers, students will develop broad-based knowledge about both marine science and perspectives for promoting a better human-nature future.
Museums as Learning Contexts: Designing and assessing museum spaces for learning. CS-0251. In this course, we will explore the explicit and implicit assumption that learning occurs in museum spaces. Many museums (art, science, etc.) and designed museum-like spaces such as aquariums, sculpture gardens, and historical centers, often collectively called “informal learning institutions,” frequently include educational components in their mission statements or goals. Yet, how are these components enacted or realized? Several questions will drive our inquiry: How do we define learning in these settings? How do we measure learning in these settings? What design or program elements foster learning in these settings? How do culture, social norms and notions of privilege influence learning in these spaces? We will discuss foundational readings and critical research on museum learning. Students will conduct museum learning activities, conduct a short museum learning study and write a paper on a topic of interest related to museums as learning contexts.
Spring 2016
Environmental Education: Foundations and Inquiries. CS-0194. In this introductory course, students will explore the history, practices, career options, and problems of environmental education – educational efforts promoting an understanding of nature, environmentally responsible behavior, and protection of natural resources. Shifts in environmental education research foci, relationships to current and past environmental challenges (e.g., air pollution, species loss, climate change), and differences between U.S. and international efforts will be discussed. We will compare and contrast topics such as education for sustainable development, environmental education, conservation education, environmental behavior change, ecoliteracy, and interpretation. Students will be exposed to four lines of inquiry: critical pedagogy, educational research, experiential learning and spiritual/emotional connections. In addition to assigned readings, students will choose a line of inquiry and follow that line of inquiry to: 1) design, in teams, an environmental education intervention and 2) write an individual paper on a topic of interest to the student related to environmental education.
Mixed-Methods Research Design: Combing Qualitative and Quantitative Approaches to Study Cognitive Science Questions. CS-0253. This course will introduce students to the research methodology called Mixed-Methods. This methodology combines qualitative research approaches with quantitative research approaches, seeking the best of both research paradigms. This course will involve a combination of discussion, case studies, and individual and team design projects. Topics will include specific methodologies such as surveys, interviews, observation protocols, case studies; methodological issues regarding validity and reliability, researcher-practitioner confounds; important techniques such as developing coding schemes, ensuring interrater reliability; and the advantages and disadvantages of this approach. We will use examples from cognitive science broadly but students with other disciplinary interests are welcome. This course is designed to help prepare students for Div III research in many arenas. Students will be evaluated based upon class participation, individual project work, group project work, and a series of small papers.
Fall 2015
Critical pedagogy of place: A tool for environmental action and social change. CS-0257. In this advanced course on environmental education, we will read seminal works on notions of place (Thoreau; Leopold), critical pedagogy (Freire), place-based (Sobel), critical theory (hooks). We will also read modern thinkers such as Gruenwald/Greenwood, Berry, Gough and others. We will spend time in “places” to investigate our own notions and perceptions thereof to connect the theory and practice. Students in this class will also help shape how we are to prepare the next generation of environmentally-focused change agents. This will be accomplished through a whole-class, semester-long activity, where students enrolled in this course will be directly involved in the development, hosting and implementation of a min-conference for environmental education scholars.
How People Learn. CS-208. In recent years, as a result of interactions between cognitive psychology and education, we now have many ideas about classroom learning, and approaches to teaching, testing and assessment. We also have strong evidence that implementing these ideas could really improve learning for all children and youth, including those who are under- resourced. In this seminar we will work to understand the findings by reading and discussing a selection of theoretical works from cognitive science and psychology. We will examine the practical applications of these theories to education through discussion and time observing/assisting in a classroom or tutoring/mentoring. We will also learn how to evaluate educational claims. Students will be evaluated on a series of short reaction papers, a final paper, and their general participation. This course can be used to satisfy the Educational Psychology requirement for licensure students.
Spring 2015
Museums as Learning Contexts: Designing and assessing museum spaces for learning. CS-0251. In this course, we will explore the explicit and implicit assumption that learning occurs in museum spaces. Many museums (art, science, etc.) and designed museum-like spaces such as aquariums, sculpture gardens, and historical centers, often collectively called “informal learning institutions,” frequently include educational components in their mission statements or goals. Yet, how are these components enacted or realized? Several questions will drive our inquiry: How do we define learning in these settings? How do we measure learning in these settings? What design or program elements foster learning in these settings? How do culture, social norms and notions of privilege influence learning in these spaces? We will discuss foundational readings and critical research on museum learning. Students will conduct museum learning activities, conduct a short museum learning study and write a paper on a topic of interest related to museums as learning contexts.
Designing for Learning in Formal and Informal Contexts. Where does good curriculum design come from? What is the relationship between curriculum and pedagogy? How do good educators promote deep learning despite the current political climate that emphasizes content mastery and efficient instruction? Should curriculum and instruction differ between school and non-school contexts? In this course, you will learn research-based curriculum design practices, how to focus on conceptual understanding and the development of higher order thinking in a number of domains (e.g. critical thinking, integrative thinking, innovative thinking) and across multiple contexts. Each student or group develops a curriculum unit on a topic of their choice. In addition, students get some practice teaching their materials to one another. This course is designed for Division II and III students who are interested in teaching in formal or non-formal settings or who are developing curriculum as part of their independent work. Prerequisite: Completion one of the courses: “How People Learn,” “Museums as Learning Contexts: Designing and Assessing Museum Spaces for Learning,” educational psychology, or other education coursework.
Fall 2014
Environmental Education: Foundations and Inquiries (redesigned). In this introductory course, students will explore the history, practices, career options, and problems of environmental education – educational efforts promoting an understanding of nature, environmentally responsible behavior, and protection of natural resources. Shifts in environmental education research foci, relationships to current and past environmental challenges (e.g., air pollution, species loss, climate change), and differences between U.S. and international efforts will be discussed. We will compare and contrast topics such as education for sustainable development, environmental education, conservation education, environmental behavior change, ecoliteracy, and interpretation. Students will be exposed to four lines of inquiry: critical pedagogy, educational research, experiential learning and spiritual/emotional connections. In addition to assigned readings, students will choose a line of inquiry and follow that line of inquiry to: 1) work in teams to help create an evaluation system for the Hitchcock Center for the Environment and 2) write an individual paper on a topic of interest to the student related to environmental education. You can see the syllabus here.
How People Learn. In recent years, as a result of interactions between cognitive psychology and education, we now have many ideas about classroom learning, and approaches to teaching, testing and assessment. We also have strong evidence that implementing these ideas could really improve learning for all children and youth, including those who are under-resourced. In this seminar we will work to understand the findings by reading and discussing a selection of theoretical works from cognitive science and psychology. We will examine the practical applications of these theories to education through discussion and time observing/assisting in a classroom or tutoring/mentoring. We will also learn how to evaluate educational claims. Students will be evaluated on a series of short reaction papers, a final paper, and their general participation. This course can be used to satisfy the Educational Psychology requirement for licensure students. You can see the syllabus here.
Spring 2014
Educational Research in Theory and Practice. Many people have opinions about the best ways to improve education, yet few people have conducted research in educational settings. However, improving education requires evidence gathered systematically through research. In this course, students will learn methods for conducting research on learning and teaching that yield evidence leading to program improvements. Methodologies include classroom and field trip observations, interview, survey, pre-post assessment, and discourse analysis. Students learn these methods while collaboratively participating as part of a research team with the professor on an on-going, NSF-funded, design-based research project. We will read and discuss relevant literature on learning, design of learning experiences, and how to help more students succeed. This course is designed to teach various learning research methods and is particularly helpful for students who are in their last semester of Division II, are interested in education and wanting to start thinking about a Division III project. Field trips will be a part of the students’ research and course experience. Prerequisite: Some basic statistics (t tests, descriptive statistics, etc.). The syllabus was co-created and does not exist in any form.
How People Learn. In recent years, as a result of interactions between cognitive psychology and education, we now have many ideas about classroom learning, and approaches to teaching, testing and assessment. We also have strong evidence that implementing these ideas could really improve learning for all children and youth, including those who are under-resourced. In this seminar we will work to understand the findings by reading and discussing a selection of theoretical works from cognitive science and psychology. We will examine the practical applications of these theories to education through discussion and time observing/assisting in a classroom or tutoring/mentoring. We will also learn how to evaluate educational claims. Students will be evaluated on a series of short reaction papers, a final paper, and their general participation. This course can be used to satisfy the Educational Psychology requirement for licensure students. You can see the syllabus here.
Fall 2013
Environmental Education: Foundations and Inquiries. In this introductory course, students will explore the history, practices, career options, and problems of environmental education – educational efforts promoting an understanding of nature, environmentally responsible behavior, and protection of natural resources. Shifts in environmental education research foci, relationships to current and past environmental challenges (e.g., air pollution, species loss, climate change), and differences between U.S. and international efforts will be discussed. We will compare and contrast topics such as education for sustainable development, environmental education, conservation education, environmental behavior change, ecoliteracy, and interpretation. Students will be exposed to three lines of inquiry: critical pedagogy, educational research and experiential learning. In addition to assigned readings, students will choose a line of inquiry and follow that line of inquiry to: 1) design, in teams, an environmental education intervention and 2) write an individual paper on a topic of interest to the student related to environmental education.
Museums as Learning Contexts: Designing and assessing museum spaces for learning. In this course, we will explore the explicit and implicit assumption that learning occurs in museum spaces. Many museums (art, science, etc.) and designed museum-like spaces such as aquariums, sculpture gardens, and historical centers, often collectively called “informal learning institutions,” frequently include educational components in their mission statements or goals. Yet, how are these components enacted or realized? Several questions will drive our inquiry: How do we define learning in these settings? How do we measure learning in these settings? What design or program elements foster learning in these settings? How do culture, social norms and notions of privilege influence learning in these spaces? We will discuss foundational readings and critical research on museum learning. Students will conduct museum learning activities, conduct a short museum learning study and write a paper on a topic of interest related to museums as learning contexts.