Educational Studies
Full Time Faculty: Ruthanne
Kurth-Schai (Chair), Tina Kruse
Part Time Faculty:Marceline
DuBose, Brad Belbas
Steering Committee Karin
Aguilar-San Juan (American Studies), Diana Shandy (Anthropology), Mark
Davis (Biology), Ron Brisbois (Chemistry), Ruth Janisch Lake (Civic
Engagement Office), Daylanne English (English), Christopher Wells
(Environmental Studies), David Lanegran (Geography), Ray Rogers (Geology),
Molly Olsen (Hispanic Studies), Yue-him Tam (History), Leola Johnson
(Humanities, Media and Cultural Studies), Michael Porter (Internship
Office), David Bressoud (Mathematics), Carleton Macy (Music), James Doyle
(Physics), Paul Dosh (Political Science), Brooke Lea (Psychology), Terry
Boychuk (Sociology), Beth Cleary (Theatre and Dance).
The Educational Studies Department, in collaboration
with colleagues on campus and in the community, strives to fulfill a
multifaceted mission focused on:
—providing opportunities for
students to engage in the study of education as an interdisciplinary field
of inquiry and advocacy;
—preparing teachers to provide
social service and leadership in culturally diverse, economically
challenged, urban public educational systems; and
—developing both contributions
within the context of Macalester’s continuing commitments to academic
excellence, internationalism, cultural pluralism, and civic engagement.
As a selective liberal arts college in a resource-rich
urban setting, Macalester offers distinctive opportunities to fulfill this
mission. The Educational Studies Department coordinates major and minor
programs in addition to courses and internships that contribute to liberal
studies across the disciplines. Curricular offerings provide a vibrant and
challenging environment for students to pursue a wide range of interests
including both public school teaching and teaching in contexts that do not
require state licensing (e.g., teaching abroad, private school positions,
artists-in-residence, youth development and other outreach programs).
Opportunities are also provided to pursue dimensions of educational studies
addressing significant societal issues on local, national, and
international levels (e.g., urban education, educational policy,
multicultural and anti-bias education, environmental education, civic
education, youth development, international education, and
education-centered responses to social justice imperatives).
The curriculum offered by the Educational Studies
Department is centered in four mutually supportive themes:
Social Advocacy: John Dewey
once stated, “Education is the fundamental method of social progress
and reform.” These words assume special significance at a time when
there is widespread recognition that current social and educational
policies and practices designed to fulfill the needs and aspirations of
children and youth are in crisis. In response, the curriculum is designed
to prepare teachers and concerned citizens who will provide social service,
social vision, and social leadership—especially as these commitments advance the social, political, and
educational welfare of children and youth.
Life Span Development: In
order to address the needs and aspirations of young people, the education
curriculum reflects current theory and research which articulates a
developmental continuum of human learning, growth, change, crisis, and
renewal. The study of human development is conducted in an inclusive and
integrative manner, addressing patterns and processes across the domains of
cognitive, affective, intuitive, social, physical, and moral growth, and
throughout the age continuum from early childhood through young adulthood.
Additionally, the interplay among developmental processes on personal,
organizational and societal levels is addressed.
Cultural Pluralism: The
curriculum further reflects commitment to the concept of human diversity as
a resource to schools and society. It is assumed that both special
challenges and unique opportunities are associated with individual
variations in intellectual, emotional, and physical capabilities and
factors related to gender, class, race, and cultural heritage. Students are
expected to assess implications of their own cultural heritage, to grow in
understanding and compassion as they explore the perspectives of others,
and to act upon their evolving awareness in supportive and life-enhancing
ways.
Civic Engagement: The
curriculum is further designed to ensure ongoing opportunities for
integration, application, innovation, and evaluation of educational theory
and practice. In doing so, the curriculum promotes understanding of the
dynamic and complex constellation of factors and relationships that
contribute to the educational process. A developmental sequence of
community-centered experience is integrated throughout education courses as
relevant to each student’s academic preparation and education
interests. Students are expected to make creative and substantive
contributions to schools and community organizations, to public awareness
and understanding, while developing both personally and academically.
General Distribution Requirement
Educational Studies 210 (Urban Education in
Challenging Times), 220 (Educational Psychology), 230 (Youth Development in
a Changing World), 280 (Re-envisioning Education and Democracy), 340 (Race,
Culture & Ethnicity in Education), 370 (Education and the Challenge of
Globalization), 460 (Education and Social Change) and 480 (Urban Education
in Theory, Policy and Practice) count toward the general distribution
requirement in social science. Educational Studies 260 (Philosophy of
Education) counts toward the requirement in humanities.
General Education Requirements
Courses that meet the general education requirements
in writing, quantitative thinking, internationalism and multiculturalism
will be posted on the Registrar’s web page in advance of registration
for each semester.
Additional information regarding general distribution
requirements and general education requirements can be found in the
graduation requirement section of this catalog.
Major Requirements
The major in Educational Studies provides carefully
structured opportunities for students to engage in the study of education
as an interdisciplinary field of social inquiry and advocacy. Through their
participation in thematically related courses, civic engagement
experiences, and completion of an advanced integrative seminar, students
are supported in their preparation for teaching and/or in exploring issues
emerging from interactions among contemporary educational systems and the
broader social, cultural, political, and ethical systems of which they are
a part. Students are further encouraged to integrate their interests in
education with continuing academic preparation in a second major, in
addition to their evolving commitments to social advocacy in diverse forms
and settings.
The Educational Studies major consists of thirty-two
semester hours selected in consultation with the department chair. Students
select from two broad emphases, Teaching &
Learning or Education
& Society, with specific curricular
patterns determined accordingly.
The Teaching & Learning track, also referred to as the Teacher Education Bridge, is
designed to support students interested in entering the teaching
profession. Students may begin their teacher education at Macalester and
then complete their preparation at a cooperating “bridge”
institution immediately after graduation. Areas of teaching supported
include a broad spectrum of licenses serving public school students:
Elementary (K–8); Secondary (5–12) in Social Studies, Mathematics,
Communication Arts & Literature, and Science; and (K–12) in World Languages, Fine Arts, ESL, and Special
Education.
Requirements are as follows:
Psychology 250: Developmental Psychology (4 credits)
Educational Studies/Psychology 220: Educational
Psychology (4 credits)
Educational Studies 260: Philosophy of Education (4
credits)
Educational Studies 300: Education, Family &
Community (2 credits)
Educational Studies 320: Educating Exceptional
Students (2 credits)
Educational Studies 340/American Studies 345: Race,
Culture & Ethnicity in Education (4 credits)
Educational Studies 360: Education & Emerging
Technologies
Educational Studies 480: Urban Education in Theory,
Policy, and Practice (4 credits)
One elective course relevant to the student’s
teaching focus.
Completion of a supporting
major relevant to the teaching focus.
With the cooperation of members of the Educational
Studies Steering Committee, students participating in the Teacher Education
Bridge program are also advised to complete liberal arts courses specific
to their chosen teaching license.
Although education credit distributions vary according
to level of licensure and from campus to campus, upon completion of the Teaching & Learning track,
students will have fulfilled approximately half of the education credits
required for teacher licensing in the state of Minnesota.
The Teaching & Learning track also provides excellent preparation for students
intending to enter teaching through programs that do not require state
licensing such as Urban Teaching Fellows, World Teach, Peace Corp, JET,
Ameri-Corp, Montessori or Waldorf training, adult basic or ESL education,
museum education, artists-in-residence, community education, youth
development and other cultural or public service programs.
The Education & Society track provides opportunities for interdisciplinary
explorations of pressing social and educational issues on local, national
and international levels. Students selecting this track begin by proposing
an integrative theme.
Suggested themes include: Education, Equity & Diversity, Education
Policy, Environmental Education, Urban Education, Civic Education, Youth
Development, Media Literacy, Aesthetic Education, Feminism & Education,
International/Development Education, Education for Social Justice, and
individually designed focal areas. Requirements are as follows:
Educational Studies/Psychology 220: Educational
Psychology
Educational Studies 260: Philosophy of Education
Three of the following (at least two at the 300 level):
Educational Studies 230: Youth Development in a
Changing World
Educational Studies/American Studies 280/Political
Science 211: Re-envisioning Education & Democracy
Educational Studies 340/American Studies 345: Race,
Culture & Ethnicity in Education
Educational Studies 360: Education & Emerging
Technologies
Educational Studies/Environmental Studies 370:
Education and the Challenge of Globalization
Educational Studies 460: Education and Social Change
Educational Studies 614/624: Internships/Independent
Study
Two elective courses relevant to the student’s
integrative theme.
(At least one course incorporating a significant civic
engagement experience.)
Completion of a supporting
major relevant to the integrative theme.
Minor Requirements
The minor consists of twenty credits in Educational
Studies approved by the department chair.
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