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Educational StudiesFull 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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