Educational Studies (EDUC)
Chair: Professor John G. Ramsay
Professors: Deborah Appleman, John G. Ramsay
Visiting Assistant Professor: Roxanne L. Lehmann
Adjunct Instructor: Gene Bauer
Visiting Instructor: Ann Leming
Pre-Doctoral Fellow: Lance T. McCready
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 and can be counted toward meeting distribution requirements in social sciences. 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, life and physical sciences, and social studies. K-12 licensure is offered in world languages (French, German, Russian, 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 obtaining teaching licensure should obtain a handbook from the department office and should consult with a member of the education faculty early in the 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 the sophomore year.
Carleton's licensure programs are approved by the Board of Teaching of the Minnesota Department of Children, Families, and Learning.
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 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 cr., SS, Winter—D. Appleman, Spring — L. McCready
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 credits cr., SS, Spring—Staff
EDUC 240. Philosophies of Education What philosophical assumptions, questions and arguments have influenced the course of American education? This course will provide an historical overview of the traditions that have informed and shaped contemporary ideals of educating selves and communities. The texts of Plato, Locke, Rousseau, Dewey, Egan, Noddings, Martin, Maxine Greene, James Banks and others will be examined. 6 credits cr., SS, Not offered in 2002-2003.
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. Permission of instructor. 3 credits cr., ND, Spring—A. Leming
EDUC 260. Gender, Sexuality and Schooling Cross-listed with WGST 260,SOAN 261. . 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 queer students. 6 credits cr., SS,RAD, Winter—— L. McCready
EDUC 264. Middle School and the Young Adolescent What is the nature of early adolescent development? What types of changes and stresses are involved as students transition from elementary to meddle school and middle school to high school? How is a middle school different from a junior high? What makes a successful middle school? And how does your own middle school or junior high experience measure up? To try to answer these questions we will read a current text, review primary literature, and spend time outside of class observing and interacting with students in a local middle school. 6 cr., SS, Spring—R. Lehmann
EDUC 320. Teaching English as a Second/Foreign Language This course introduces students to the methods and materials related to teaching English as a second or foreign language. An eight-week practicum in which students observe and teach ESL lessons/classes will be included. The course is open to students with junior or senior status who have taken Educational Studies 110, Educational Studies 346 or by permission of the instructor. 6 credits cr., ND, Spring—G. Bauer
EDUC 336. History of African American Education Cross-listed with HIST 370. 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 credits cr., SS,RAD, Winter—J. Ramsay
EDUC 338. Multicultural Education Cross-listed with AFAM 338. 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. 6 credits cr., S/CR/NC, SS,RAD, Fall—L. McCready
EDUC 344. Youth, Culture, and Schooling 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 credits cr., SS, Spring—D. Appleman
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 credits cr., ND, Not offered in 2002-2003.
EDUC 346. Methods of Teaching World Languages and Cultures Cross-listed with FREN 346,GERM 347,RUSS 346,SPAN 346. This 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. 6 credits cr., ND, Not offered in 2002-2003.
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: Educational Studies 234, senior standing, and permission of instructor. 6 credits cr., ND, Not offered in 2002-2003.
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, permission of the instructor and Educational Studies 234. 6 credits cr., ND, Not offered in 2002-2003.
EDUC 350. Methods of Teaching Mathematics Cross-listed with MATH 349. Methods of and materials and technology for teaching mathematics in grades 5-12. Issues in contemporary mathematics education. Regular visits to school classrooms and teaching a class are required. Prerequisite: Senior standing and permission of the instructor. 6 credits cr., ND, Winter—C. Roosenraad
EDUC 353. Schooling and Opportunity in American Society Cross-listed with SOAN 320. 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 credits cr., SS, Fall—J. Ramsay
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 credits each cr., ND, Fall—D. Appleman, J. Ramsay
EDUC 375. American Children: The Poor and the Privileged This course will focus on the physical, psychological, emotional and intellectual development and well-being of children in the United States. Particular attention will be paid to the disparity in child care resources and opportunities between the poor and the wealthy. The strengths and weaknesses of contemporary child support policies will be explored and debated. 6 credits cr., SS, Not offered in 2002-2003.
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 credits cr., ND, Not offered in 2002-2003.
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 credits cr., SS, Winter—J. Ramsay
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 credits cr., ND, Spring—Staff
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 credits cr., SS, Spring—J. Ramsay