Courses

  • EDUC 100: Will This Be on the Test? Standardized Testing and American Education

    How and why have standardized tests become so central to our educational system? This seminar will explore the following topics, among others--the invention of standardized tests and the growth of the testing industry; psychometrics (the science of mental measurement); and the controversies surrounding the use of standardized tests, including charges that they are culturally biased and do not positively contribute to student learning. Our analyses will be informed by a close examination of authentic testing materials, ranging from intelligence tests to the SAT. 6 credit; Argument and Inquiry Seminar, Writing Requirement; offered Fall 2014 · J. Snyder
  • 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? Prerequisites: Open only to first-and second-year students. 6 credit; Social Inquiry, Writing Requirement, Intercultural Domestic Studies; offered Fall 2014, Winter 2015, Spring 2015 · A. Chikkatur, J. Snyder
    Extended departmental description for EDUC 110

    Course Syllabus

  • 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 credit; Social Inquiry; offered Fall 2014 · D. Appleman
    Extended departmental description for EDUC 234

    Course Syllabus


  • 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 Inquiry, Intercultural Domestic Studies; not offered 2014–2015 · A. Chikkatur, J. Snyder
    Extended departmental description for EDUC 238

    Course Syllabus

  • 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 Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; not offered 2014–2015
  • 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 Inquiry; offered Winter 2015 · J. Snyder
    Extended departmental description for EDUC 245

    Course Syllabus

  • 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 Inquiry; offered Spring 2015 · J. Snyder
    Extended departmental description for EDUC 250

    Course Syllabus

  • 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. Prerequisites: Educational Studies 234. 3 credit; Intercultural Domestic Studies, Does not fulfill a curricular exploration requirement; offered Spring 2015 · A. Leming
    Extended departmental description for EDUC 254

    Course Syllabus

  • 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; Formal or Statistical Reasoning, Quantitative Reasoning Encounter, Intercultural Domestic Studies; not offered 2014–2015
  • 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. Prerequisites: 100 or 200-level Educational Studies course or permission of instructor. 6 credit; Social Inquiry, Intercultural Domestic Studies; offered Winter 2015 · J. Snyder or A. Chikkatur
  • 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 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. Prerequisites: 100 or 200 level Educational Studies course or permission of the instructor. 6 credit; Social Inquiry, Intercultural Domestic Studies; not offered 2014–2015
    Extended departmental description for EDUC 340

    Course Syllabus

  • 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. Prerequisites: 100 or 200-level Educational Studies course 6 credit; Social Inquiry; not offered 2014–2015
    Extended departmental description for EDUC 344

    Course Syllabus

  • 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. Prerequisites: Teaching Licensure Candidate or permission of instructor. 6 credit; Social Inquiry; offered Winter 2015 · E. Swan McDonald
  • 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; Social Inquiry; not offered 2014–2015
    Extended departmental description for EDUC 348

    Course Syllabus

  • 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. Prerequisites: 100 or 200 level education course or permission of the instructor. 6 credit; Social Inquiry, Quantitative Reasoning Encounter, Intercultural Domestic Studies; offered Winter 2015 · A. Chikkatur
  • EDUC 355: 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 curricular exploration requirement; offered Fall 2014 · D. Appleman
    Extended departmental description for EDUC 355

    Course Syllabus

  • EDUC 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 curricular exploration requirement; offered Fall 2014 · D. 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 credit; Social Inquiry; offered Fall 2014, Winter 2015, Spring 2015 · E. Swan McDonald
  • 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 credit; Does not fulfill a curricular exploration requirement; not offered 2014–2015
    Extended departmental description for EDUC 379

    Course Syllabus

  • 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 Licensure Program and registration for fall student teaching. 3 credit; Does not fulfill a curricular exploration requirement; offered Spring 2015 · C. Oehmke
    Extended departmental description for EDUC 385

    Course Syllabus

  • 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. Prerequisites: Educational Studies 234 and acceptance in Teacher Licensure Program. 3 credit; Does not fulfill a curricular exploration requirement; offered Spring 2015 · C. Oehmke
    Extended departmental description for EDUC 386

    Course Syllabus

  • 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. Prerequisites: Educational Studies concentrator or permission of the instructor. 6 credit; Does not fulfill a curricular exploration requirement; offered Spring 2015 · D. Appleman
    Extended departmental description for EDUC 395

    Course Syllabus