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 credit; Social Sciences, Writing Requirement, Social Inquiry, Writing Requirement, Intercultural Domestic Studies; offered Fall 2012, Spring 2013 -- J. Snyder

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 credit; Social Sciences, Social Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; not offered 2012-2013

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 credit; Social Sciences, Social Inquiry; offered Fall 2012 -- D. Appleman

EDUC 238: Multicultural Education: Race, Gender and 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. 6 credit; Social Sciences, Recognition and Affirmation of Difference Requirement, Social Inquiry, Intercultural Domestic Studies; offered Winter 2013 -- J. Snyder

EDUC 242: Developing Education Policy for Access and Equity

This course is designed to engage students in an exploration of the promise of our democracy to educate everyone for the Common Good. It seeks a critical understanding of the so-called achievement gap. Students will look at public schools in the United States and determine how well they are interpreting and executing this mandate to create citizens both willing and able to sustain and improve the Republic. We will also look at TIMMS, PISA, OECD and other international data to compare our schooling system to systems in other countries. 6 credit; Social Sciences, Social Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; offered Spring 2013 -- S. Jongewaard

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 credit; Social Sciences, Social Inquiry; offered Winter 2013 -- J. 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. Prerequisites: Educational Studies 110 or by permission of instructor 6 credit; Social Sciences, Social Inquiry; offered Spring 2013 -- J. 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 credit; Does not fulfill a distribution requirement, Intercultural Domestic Studies, Does not fulfill a curricular exploration requirement; offered Spring 2013 -- A. Leming

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. Prerequisites: One Educational Studies course or permission of the instructor. 6 credit; Social Sciences, Formal or Statistical Reasoning, Quantitative Reasoning Encounter, Intercultural Domestic Studies; offered Fall 2012 -- A. Nixon

EDUC 340: Race, Immigration and Urban Schools

This course explores the important role that public schools, particularly in urban areas, 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 U.S. (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. 6 credit; Social Sciences, Recognition and Affirmation of Difference Requirement, Social Inquiry, Intercultural Domestic Studies; not offered 2012-2013

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. 6 credit; Social Sciences, Social Inquiry; not offered 2012-2013

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 credit; Does not fulfill a distribution requirement, Does not fulfill a curricular exploration requirement; offered Winter 2013 -- S. Jongerwaard

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 credit; Social Sciences, Social Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; not offered 2012-2013

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 credit; S/CR/NC; Does not fulfill a distribution requirement, Does not fulfill a curricular exploration requirement; offered Fall 2012 -- D. Appleman

EDUC 365: Democracy, Diversity, and Education

A junior-level seminar, the course will examine various theories about the relationship between democracy and education and the role of American public schools in creating a citizenry for a democratic society. The first half of the course will explore theorists who have written about the relationship between education and democracy and the second half will explore a case study (which will vary from year to year) to examine how this relationship actually unfolds in our educational system. Prerequisites: A 100 or 200 level Educational Studies course, or permission of instructor 6 credit; Social Sciences, Social Inquiry; not offered 2012-2013

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. Prerequisites: Senior English major, permission of the instructor and Educational Studies 234. 6 credit; Does not fulfill a distribution requirement, Does not fulfill a curricular exploration requirement; offered Winter 2013 -- D. Appleman

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 credit; Does not fulfill a distribution requirement, Does not fulfill a curricular exploration requirement; offered Spring 2013 -- C. Oehmke

EDUC 386: 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. Prerequisite: Educational Studies 234 and acceptance in Teacher Licensure Program. 3 credit; Does not fulfill a distribution requirement, Does not fulfill a curricular exploration requirement; offered Spring 2013 -- C. 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 concentrator or permission of the instructor. 6 credit; Social Sciences, Does not fulfill a curricular exploration requirement; offered Spring 2013 -- D. Appleman