 |
 |
 |
 |
|
|
Educational StudiesCOURSES 200 EXPERIENCES IN EDUCATION This course provides opportunities to explore, reflect upon and contribute to life in contemporary urban classrooms. Weekly internships will be arranged allowing students to work closely with teachers, educational support staff and diverse young people of varied ages (kindergarten, elementary, or secondary levels). A weekly seminar session, readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. This course is offered on S/NC grading option only. Fall semester. (2 credits) 210 URBAN EDUCATION IN CHALLENGING TIMES Public education in the United States has reached a critical juncture. Perhaps more than any other social institution, public schools mirror a troubling array of social problems. Yet also more than any other social institution, public education provides vital opportunities to express social justice, compassion, imagination, and integrity. Urban public schools remain as one of the few social settings through which diverse citizens can interact in sustained and meaningful ways to achieve common goals. This course is centered in the belief that public education can be shaped to better prepare all young people to pursue life with intelligence, dignity, and an evolving sense of purpose and possibility. To this end, we will study contemporary challenges and opportunities affecting urban public education on local, state and national levels. We will address these complex concerns from multiple perspectives, using varied approaches to teaching and learning. We will explore Macalester’s urban community through work-study placements in Saint Paul public schools. Available to Bonner Community Scholars only. S/NC grading only. Every semester. (2 credits). 220 EDUCATIONAL PSYCHOLOGY (Same as Psychology 220) An introduction to theory and research in educational psychology. Topics include learning theory, learner characteristics, intelligence, creativity, motivation, measurement and evaluation, and models of teaching appropriate for diverse learners from early childhood through young adulthood. Students are required to complete observations in classroom settings. Prerequisite: Psychology 100 or permission from the instructor. Every semesters. (4 credits) 230 YOUTH DEVELOPMENT IN A CHANGING WORLD Brofenbrenner’s bioecological model of human development suggests the critical importance of social contexts besides the classroom in supporting the healthy development of children and youth from diverse social and economic backgrounds. This course examines the multiple systems affecting the developmental process through course readings, meetings, and assignments, grounded in a field placement of the student’s choosing. Appropriate field placements will engage students in a variety of youth development capacities, including centers for research and program development, social service organizations, and agencies aimed at improving youth-oriented social policy. This course provides an opportunity to examine education more broadly defined, and to explore fields of youth development such as social work, counseling, athletics, youth leadership, and youth-centered research. Spring semester. (4 credits) 260 PHILOSOPHY 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 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. Spring semester. (4 credits) 280 RE-ENVISIONING EDUCATION AND DEMOCRACY (Same as American Studies 280 and Political Science 211) 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 classic and contemporary theories of education and democracy, complemented by recent developments and controversies in public policy studies, students work to design innovative, principled, educationally sound and politically feasible responses to significant civic concerns. Fall semester. (4 credits) 300 EDUCATION, FAMILY & COMMUNITY This course examines a variety of topics affecting student learning. Included are the impact of family, health and economic conditions; characteristics of chemical use, abuse, and dependency; effective communication, violence prevention, and conflict resolution; legal concerns and responsibilities; the role of the teacher in crisis situations; the importance of co-curricular and extracurricular activities; and establishing productive relationships with parents/guardians, and networking with school professionals in addition to members of the business community and civic organizations to support youth development and learning. This course is offered on S/NC grading option only. Spring semester. (2 credits) 320 EDUCATING EXCEPTIONAL STUDENTS This course examines the special needs, challenges, interests and potentials of exceptional students. Topics include historical and legal foundations of special education; current state and federal guidelines; categories of exceptionality; impact of cultural, linguistic, economic, and family structures; evaluation, placement, appropriate accommodations, and methods of instruction and assessment for exceptional learners. This course is offered on S/NC grading option only. Spring semester. (2 credits) 340 RACE, CULTURE AND ETHNICITY IN EDUCATION (Same as American Studies 345) This survey course will explore history, policy, and pedagogy as they relate to race, ethnicity, and culture as education. K–12 public education will be the primary focus with topics including desegregation, standardized testing, multi-cultural and ethnocentric pedagogy, the teacher’s role and experience, and significant historical events in education. The course will culminate by analyzing current trends and future expectations in education. Fall semester. (4 credits) 360 EDUCATION AND EMERGING TECHNOLOGIES This course explores ways in which instructional technologies not only support, but also shape processes of thinking, learning, teaching, experiencing and interpreting life in a digital age. Theoretical frameworks drawn from developmental psychology, cognitive science, media studies, curriculum and instructional design, and varied philosophical perspectives on education are used to assess the instructional potential of major existent (e.g. presentation, conceptual mapping, multi-media authoring, electronic portfolio, and course management applications) and emerging technologies (e.g. Wiki’s, research and knowledge construction, social networking applications). Multi-dimensional, broadly inclusive, collaborative and constructivist approaches to teaching and learning are emphasized. Spring semester. (4 credits)
370 EDUCATION AND THE CHALLENGE OF GLOBALIZATION (Same as Environmental Studies 370) The complex phenomenon of globalization affects the quality of learning and life worldwide. In the United States and abroad; across dimensions of philosophy, policy, and practice; educators, government officials, policy makers, public intellectuals and citizens struggle with the implications of globalization for the future of public education, the fate of the natural world, and the quality of civic life. The purpose of this course is to join in that struggle. We will explore interdisciplinary scholarship and policy designs that integrate approaches to environmental, civic, moral and multicultural education for the purpose of mitigating the negative consequences of cultural and economic globalization. Spring semester. (4 credits) 460 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 education reform and civic renewal on local, national and international levels. We will then work both individually and collectively, on campus and in the community, to analyze specific social issues and reform strategies in addition to conceptualizing plans for principled social action. Prerequisites: 2 prior courses in Educational Studies or permission of department chair. Fall semester. (4 credits) 480 URBAN EDUCATION IN THEORY, POLICY, AND PRACTICE This course draws from an extensive theory and research base—educational psychology, curriculum and pedagogy, educational philosophy, and policy studies grounded in the social sciences—to support interdisciplinary explorations of the peril and promise of urban public education. An intensive school-based internship (6–8 hours/week) is integrated with weekly seminar sessions (2–3 hours/week) to study advanced topics in teacher preparation and policy analysis relevant to learning and life in public school settings serving students who represent diverse cultural, linguistic, and economic backgrounds, a broad range of academic interests and aptitudes, and varied forms of exceptionality. Prerequisites: 3 prior courses in Educational Studies or permission of department chair. Fall semester. (4 credits) 194/294/394 TOPICS Occasional, often experimental courses offered by instructors at their own initiative, or in response to student requests. 604 TUTORIAL Closely supervised individual or very small group study intended to provide opportunities for guided exploration of advanced topics. Prerequisite: permission of the instructor. Every semester. (1–4 credits) 614 INDEPENDENT PROJECT Advanced study in a specific area of educational inquiry. Prerequisite: permission of the instructor. Every semester. (1–4 credits) 624 INTERNSHIP Exploration of issues in educational inquiry and advocacy through engagement in carefully designed service learning opportunities. Prerequisites: permission of the instructor and community supervisor, including negotiation of a jointly approved learning contract. (1–4 credits) 634 PRECEPTORSHIP Opportunities for students to assume selected teaching roles and responsibilities in carefully supervised course contexts. Prerequisites: demonstrated proficiency in the area of study and permission of the instructor. (1–4 credits)
|
|
|
|