Educational Studies
Guided by the assumption that an understanding of educational values, policies, and practices is a legitimate and important part of liberal arts studies, Carleton offers a program of courses which, with the exception of student teaching, are open to all students. No major is offered; however, we do offer an interdisciplinary concentration for those students who are especially interested in educational studies but not necessarily in public school teaching.
Students may qualify for 5-12 teaching licensure in the State of Minnesota in communication arts, mathematics, earth and space science, life science, and social studies. 7-12 licensure is offered in chemistry and physics. K-12 licensure is offered in world languages (French, German, Spanish) and visual arts. Earning licensure requires: completion of an approved Carleton major, other subject area courses not required by the Carleton major and/or specific courses within the major, a specified program of educational studies courses (see the Teacher Education Handbook), and student teaching in the major field, usually in a "13th Term."
Students interested in pursuing teaching licensure should obtain a handbook from the department office and should consult with a member of the education faculty early in their sophomore year. There may be occasional courses offered at St. Olaf through the inter-registration process. Students are encouraged to make formal application for admission to the teacher education program during the spring term of their sophomore year.
Carleton's licensure programs are approved by the Board of Teaching of the Minnesota Department of Education.
Educational Studies Courses
EDUC 110 Introduction to Educational Studies This course will focus on education as a multidisciplinary field of study. We will explore the meanings of education within individual lives and institutional contexts, learn to critically examine the assumptions that writers, psychologists, sociologists and philosophers bring to the study of education, and read texts from a variety of disciplines. What has "education" meant in the past? What does "education" mean in contemporary American society? What might "education" mean to people with differing circumstances and perspectives? And what should "education" mean in the future? Open only to first-and second-year students. 6 credits; SI, WR2, IDS; Fall, Winter, Spring; Kathryn L Wegner, Jeff Snyder, Maurella L Cunningham
EDUC 225 Issues in Urban Education This course is an introduction to urban education in the United States. Course readings and discussion will focus on various perspectives in the field in order to understand the key issues and debates confronting urban schools. We will examine historical, political, economic, and socio-cultural frameworks for understanding urban schools, students and teachers. Through course readings, field visits and class discussions, we explore the following: (1) student, teacher and researcher perspectives on urban education, (2) the broader sociopolitical urban context of K-12 schooling in cities, (3) teaching and learning in urban settings and (4) ideas about re-imagining urban education. 6 credits; SI, IDS; Not offered 2016-17
EDUC 234 Educational Psychology Human development and learning theories are studied in relation to the teaching-learning process and the sociocultural contexts of schools. Three hours outside of class per week are devoted to observing learning activities in public school elementary and secondary classrooms and working with students. 6 credits; SI; Fall, Spring; Deborah Appleman, Maurella L Cunningham
EDUC 245 The History of American School Reform This course explores major issues in the history of school reform in the United States, with an emphasis on the twentieth century. Readings and discussions examine the role of education in American society, the various and often competing goals of school reformers, and the dynamics of educational change. With particular focus on the American high school, this course looks at why so much reform has produced so little change. 6 credits; SI, IDS; Spring; Jeff Snyder
EDUC 250 Fixing Schools: Politics and Policy in American Education This course will survey current approaches to educational change. Students will explore the current systems and structures that constitute the policy framework, scrutinize the assumptions and ideological underpinnings of different political camps, and examine the dynamic interactions between and among those shaping American education. Additionally, they will look at various reform efforts and models, considering their use in the effort to transform schools. 6 credits; SI, IDS; Winter; Jeff Snyder
EDUC 254 Teaching Exceptional Students This course considers the identification, planning, non-discriminatory testing and instruction of exceptional students. The course includes the topics: the needs and rights of exceptional students, speech/language impaired students, hearing impaired students, visually impaired students, physically impaired students, gifted and talented students, learning disabled students, and emotionally disturbed students. Prerequisite: Educational Studies 234. 3 credits; NE, IDS; Spring; Ann Leming
EDUC 260 The Politics of Teaching Teaching is a political act. Each decision a teacher makes has the power to reinforce or disrupt dominant social hierarchies. In this course, we will explore this premise to understand how teachers navigate power and politics in and out of their classrooms. Students will read educational research in critical pedagogy and critical policy studies, interact with guest speakers, and take field trips to meet teachers in their classrooms. Topics may include racial justice, climate change, and teachers’ unions. 6 credits; SI, IDS; Winter; Kathryn L Wegner
EDUC 335 Educational Research: Cultural Capital and Carleton In our data-driven world, individuals who are able to critically read and produce quality research are in powerful positions to effect educational change. What changes have the greatest promise? Once change is implemented, does it actually live up to that promise? This course will provide an introductory experience to being an educational researcher. Students will distinguish cases in which qualitative or quantitative research methods are warranted; examine the literature and identify gaps; and prepare a research plan. The topic of study will be the influence of cultural capital in the ways Carleton students study or choose courses of study. Prerequisite: Previous Educational Studies course or instructor permission. 6 credits; QRE, IDS, FSR; Not offered 2016-17
EDUC 338 Multicultural Education This course focuses on the respect for human diversity, especially as these relate to various racial, cultural and economic groups, and to women. It includes lectures and discussions intended to aid students in relating to a wide variety of persons, cultures, and life styles. Prerequisite: 100 or 200-level Educational Studies course or instructor permission. 6 credits; SI, IDS; Winter, Spring; Anita P Chikkatur, Jeff Snyder
EDUC 340 Race, Immigration, and Schools This course explores the important role that public schools have played in the American national imagination as the way to socialize students about what it means to be American and to prepare them to participate as citizens in a democracy. Focusing on two periods of high rates of immigration into the United States (1890-1920 and 1965-present), the course examines how public schools have attempted to Americanize newly arrived immigrant children as well as to socialize racial minority children into the American mainstream. While most of the readings will focus on urban schools, the course will also consider the growing immigrant populations in rural schools through readings and applied academic civic engagement projects. Prerequisite: 100 or 200-level Educational Studies course or instructor permission. 6 credits; SI, IDS; Not offered 2016-17
EDUC 344 Teenage Wasteland: Adolescence and the American High School Is adolescence real or invented? How does the American high school affect the nature of American adolescence? How does adolescence affect the characteristics of middle and high schools? In addition to treating the concept historically, this interdisciplinary course focuses on psychological, sociological, and literary views of adolescence in and out of the classroom. We will also analyze how adolescence is represented in popular culture, including television, film, and music. Prerequisite: 100 or 200-level Educational Studies course. 6 credits; SI; Spring; Deborah Appleman
EDUC 347 Methods of Teaching Science This course will explore teaching methods for the life and physical sciences in grades 5-12. Curricular materials and active learning labs will be discussed and developed. In addition, time outside of class will be spent observing and teaching in local science classrooms. Will not count toward a biology major. Prerequisite: Teaching Licensure Candidate or Instructor Permission. 6 credits; SI; Not offered 2016-17
EDUC 348 Methods of Teaching Social Studies Structure, methodology, strategies, and materials for teaching sociology-anthropology, psychology, economics, political science, geography and history in grades 5-12. Prerequisite: Senior standing and Instructor Permission. 6 credits; SI; Not offered 2016-17
EDUC 353 Schooling and Opportunity in American Society This course is concerned with both the role of schools in society and the impact of society on schools. It deals with race, ethnicity, sex, social class and other factors which influence school achievement, and also examines the widespread assumption that the expansion of schooling can increase equality of opportunity in society. Prerequisite: 100 or 200-level Educational Studies course or instructor permission. 6 credits; SI, QRE, IDS; Not offered 2016-17
EDUC 355 Student Teaching Fulltime teaching in middle and high school under supervision. Prerequisite: 13th term teacher licensure candidate, special methods in teaching area, and instructor permission. 6 credits; S/CR/NC; NE; Fall; Deborah Appleman
EDUC 356 Student Teaching Fulltime teaching in middle and high school under supervision. Prerequisite: 13th term teacher licensure candidate, special methods in teaching area, and instructor permission. 6 credits; S/CR/NC; NE; Fall; Deborah Appleman
EDUC 375 Issues in Science Education: Policy and Praxis This colloquium focuses on the pedagogy of science teaching, both in the United States and abroad. Through journal articles, guest speakers and other texts, students will consider the teaching of the sciences through the lenses of history, sociology, philosophy and educational policy. This course will also include active involvement with local schools and educators to ground it in lived practice. 2 credits; SI; Not offered 2016-17
EDUC 379 Methods of Literacy Instruction This course introduces students to a variety of approaches and perspective in teaching English language arts in grades 5-12. We will explore methodologies and issues surrounding the teaching of reading, literature, language and composition in middle and high schools. In addition to the usual course components of reading, writing, and discussion approximately one day per week outside of class time will be devoted to observation and mini-teaching in 5-12 grade English classes in the Twin Cities. Prerequisite: Senior English major, instructor permission and Educational Studies 234. 6 credits; SI; Not offered 2016-17
EDUC 386 Pre-Student Teaching Practicum: Teaching Reading in the Content Areas This course is required for all students pursuing teacher licensure, regardless of content area. The course provides a theoretical and practical foundation for helping secondary teachers learn to provide specific instructional support for secondary readers. The course will cover instruction in phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Theoretical instruction will be combined with a clinical tutoring experience. This course also prepares students for their student teaching placement by providing licensure candidates with an opportunity to work directly in schools and community organizations related to schools and to reflect on that experience in a classroom setting. Prerequisite: Senior Teacher Licensure Candidates. 6 credits; NE; Spring; Cathy T Oehmke
EDUC 395 Senior Seminar This is a research and design seminar for educational studies concentrators. It focuses on a contemporary issue in American education. Recent seminars have been on educational reform and reformers, service learning, literacy leaders in education, education and the emotions, and personal essays about education. Some off campus work with public school students and teachers is an integral part of the seminar. Prerequisite: Educational Studies minor or instructor permission. 6 credits; NE; Spring; Anita P Chikkatur