Carleton College

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 cr., SS, Fall,Winter—M. Gustafson, E. Yamamura

EDUC 225. Issues in Urban Education This course will explore the unique qualities that make city schools places of great richness and diversity, as well as places that face financial challenges and declining enrollment. We will explore race, culture, language, and curricular developments in many cities in the United States that have placed urban schools in the forefront of innovative educational leadership. We will read and discuss research on the importance of outreach to communities around a school. Other topics for class reading include the effect of funding inequities on urban schools, political ramifications and their direct effect on children, and the effect of tracking on all students. Prerequisite: one previous educational studies course. 6 cr., SS, Spring—D. Appleman

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. No prerequisite. 6 cr., SS, Fall,Winter,Spring—D. Appleman, M. Gustafson

EDUC 238. Multicultural Education This course focuses on the respect for human diversity and personal rights, 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. Formerly Educational Studies 338. 6 cr., SS, RAD, Spring—E. Yamamura

EDUC 240. Philosophies of Education What is the nature and purpose of education? In what ways should educational institutions support, challenge, or transform predominant social values? What is ethical educational policy and practice? Such questions are considered in light of a variety of classical and contemporary philosophic perspectives. Students will define a personal philosophy of education and assess its implications for current educational theory and practice, in addition to their own educational development. 6 cr., SS, Fall—R. Kurth-Schai

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 cr., ND, Spring—A. Leming

EDUC 266. Urban College Access Urban underrepresented students continue to be one of the least represented groups in higher education and face innumerable structural and individual barriers in gaining access to college. This course will begin by looking at contemporary obstacles urban students face in gaining access to college through sociological (cultural and social capital) and legal (critical race theory) lenses. Following, policies and interventions that address college access for urban underrepresented students will be examined with special attention to affirmative action, need and ‘merit’- based financial aid, and university outreach programs. Lastly, future directions for programs and policies will be explored. SS 6 cr., SS, Winter—E. Yamamura

EDUC 268. Saving Our Country, Saving our Schools: Public Education for the Public Good This course explores the design, implementation, and evaluation of public education policy as a primary means for engaging more active, inclusive and effective approaches to social inquiry and civic participation. Drawing from contemporary theories of education and approaches to policy studies, complemented by recent developments and controversies in U.S. public education, students work to design innovative, principled, educationally sound and politically feasible responses to significant civic concerns. 6 cr., SS, Fall—R. Kurth-Schai

EDUC 272. Public Policy for Public Education: Globalization and Civil Society Globalization has profound implications for public education and civic life. In the United States and abroad--across dimensions of philosophy, policy, and practice--educators, government officials, policy makers, public intellectuals, and citizens struggle to respond. The purpose of this course is to join in that struggle. We will explore interdisciplinary scholarship and policy design that integrates civic, environmental, moral, and multicultural education aimed at mitigating the negative consequences of cultural and economic globalization. 6 cr., SS, Spring—R. Kurth-Schai

EDUC 332. Reading, Writing and Teaching for Social Change Literature can motivate us to change. It can widen our world view. This course will involve reading fiction, poetry, and memoirs that present stories and images in such a compelling way that we see the world differently after having read them. Often it is empathy that is the basis for effective action. This empathy can come from a well-written short story as well as an essay. It need not be didactic. We will look at the works of James Welch, Zora Neale Hurston, Martin, Espada, Cheri Register and others as models of literature that creates such empathy and thus motivates students to act. We will be doing creative writing on themes from the literature as well as planning effective ways to use such literature in the classroom. 6 cr., ND, Not offered in 2006-2007.

EDUC 336. History of African American Education The course will explore the history of African-Americans from slave codes prohibiting literacy instruction to the challenges of contemporary urban schools. One strand will be biographical and institutional, examining the thinking of key educational leaders and the programs they created. Another focus will be on the ideological underpinnings and legal reasoning of public policies such as "separate, but equal," desegregation, and the consideration of race in college admissions. The course will use primary sources and data to compare the barriers, opportunities and achievements of African-Americans with those of other racial and ethnic groups in the United States. 6 cr., SS, RAD, Not offered in 2006-2007.

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 education course. Cannot be taken if student has taken American Studies 115 (Growing Up American). 6 cr., SS, Not offered in 2006-2007.

EDUC 345. Methods of Teaching Art This course explores approaches to teaching art in education including the purposes, standards, materials, and methods for addressing the socio-emotional, creative, and curricular needs of children and adolescents. 6 cr., ND, Not offered in 2006-2007.

EDUC 346. Methods of Teaching Modern World Languages The course will provide practical, hands-on experience in the teaching of foreign languages and develop the skills to enter the teaching profession. The course will include the study of theoretical perspectives and practical strategies for planning and implementing an effective language program. Students will learn about classroom management, foreign language teaching methods, strategies for teaching reading, writing, speaking and listening in a foreign language, and second language acquisition research. Students will reflect on the role of teaching in their professional development, observe and teach in public school classrooms, and review relevant texts. Prerequisites: Senior standing, Educational Studies 234, and permission of instructor. 6 cr., ND, Not offered in 2006-2007.

EDUC 347. Methods of Teaching Science Cross-listed with BIOL 302. 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. Prerequisites: Permission of instructor. 6 cr., ND, Not offered in 2006-2007.

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. Prerequisites: Senior standing and permission of the instructor. 6 cr., ND, Winter—Staff

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. 6 cr., SS, Not offered in 2006-2007.

EDUC 355, 356. Student Teaching Fulltime teaching in middle and high school under supervision. Prerequisites: 13th term licensure candidate, special methods in teaching area, and permission of instructor. 6 cr., ND, Fall—D. Appleman

EDUC 360. Gender, Sexuality and Schooling This course explores how gender and sexuality are socially constructed in school settings. Using a variety of feminist cultural texts ranging from empirical studies to popular films, we will focus on how masculinities, femininities and queer identities are formed and performed in the context of school, and how notions of gender and sexuality inform interactions between teachers, students and administrators. In addition, we will address how race, class, age and nation complicate gender and sexuality identities. Specific topics to be covered include sex education, teachers' work, sex/gender segregation, and the experiences of students. Formerly Educational Studies 260. 6 cr., SS, RAD, Not offered in 2006-2007.

EDUC 379. Methods of Literacy Instruction Cross-listed with ENGL 379. 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. Prerequisites: Senior English major, permission of the instructor and Educational Studies 234. 6 cr., ND, Not offered in 2006-2007.

EDUC 380. Ethics and Education This course will explore the ethical issues that face educators, parents, and volunteers as they attempt to guard the physical safety and nurture the educational well being of kids in schools. The course will introduce students to range of ethical theories. It will be organized around a set of specific topics including: indoctrination and other forms of manipulation, systems of reward and punishment, verbal abuse and bullying, confidentiality and other problems of privacy, emotionally-charged curricula and teaching strategies, enforcement of school rules, and responsibility for school safety. The course will use case method to engage the issues and spur discussion. 6 cr., SS, Not offered in 2006-2007.

EDUC 385. Schooling and Communities: A Practicum for Teacher Candidates This course provides 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. Prerequisites: Acceptance into teacher education program and registration for fall student teaching. 3 cr., ND, Spring—M. Gustafson

EDUC 395. Senior Seminar: Education and Social Change This course explores the question: "How can we educate to promote change toward more just, compassionate, and sustainable approaches to living and learning in a rapidly changing and increasingly complex world?" We will consider contemporary barriers to and opportunities for systemic, progressive reform. We will then work both individually and collectively, on campus and in the community, to analyze specific social issues and educational strategies in addition to developing plans for principled social action. Prerequisite: Educational Studies Concentration or permission of instructor. 6 cr., SS, Spring—R. Kurth-Schai