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• Program Description
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• Educational Studies web site

Educational Studies

Full Time Faculty: Ruthanne Kurth-Schai (Chair)

Part Time Faculty: Marceline DuBose, Steve Jongewaard, Tina Kruse

Steering Committee Karin Aguilar-San Juan (American Studies) David Bressoud (Mathematics), Ronald Brisbois (Chemistry), Beth Cleary (Theater), Mark Davis (Biology), Francoise Denis (French and Francophone Studies), James Doyle (Physics), Adrienne Christiansen (Political Science), Jennifer Wenner (Psychology), Arjun Guneratne (Anthropology), Mary Hark (Art), Terry Boychuk (Sociology), David Lanegran (Geography), Carleton Macy (Music), Ray Rogers (Geology), Vasant Sukhatme (Economics), Yue-him Tam (History), Leola Johnson (Humanities and Media and Cultural Studies), Michael Porter (Internship Office), Ruth Janisch Lake (Civic Engagement Office).

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 within the contexts of 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 teacher education programs and provides courses and internships that contribute to liberal studies across the disciplines. Curricular offerings provide a vibrant and challenging environment for students, faculty and staff 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, etc.). 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.

Diversity: 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 220 (Educational Psychology), 240 (Race, Culture & Ethnicity in Education), 280 (Re-envisioning Education and Democracy), 380 (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 general distribution requirement and the general education requirements can be found in the graduation requirement section of this catalog.

Minor in Educational Studies

Minors in Educational Studies are designed to provide 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 project, 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 their major and with their evolving commitments to social advocacy in diverse forms and settings.

The Educational Studies Minor consists of twenty-eight semester hours selected in consultation with the department chair. Students select from one of three broad emphases—Teaching & Learning, Education & Society, or Urban Education—with specific curricular patterns determined accordingly.

The Teaching & Learning emphasis is designed to support students interested in earning a teaching license. Formal arrangements are now in place through which students may begin their teacher education at Macalester and then complete their preparation at a cooperating "bridge" institution immediately after graduation. Opportunities are available across a broad spectrum of licenses serving public school students on elementary, secondary, and K–12 levels. The minor is comprised of 20 credits in education and 4 in psychology aligned to state licensing standards, plus 4 credits selected from supporting curricular areas as follows:

With the cooperation of members of the Educational Studies Steering Committee, students participating in the teacher education bridge program will also be 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 configuration students will have fulfilled approximately half of the education credits required for teacher licensing in the state of Minnesota.

The Teaching & Learning minor emphasis can also be adapted to serve students interested in teaching opportunities that do not require state licensing. Examples include teaching English as a second language to recent immigrants or teaching English abroad; community education or youth development programs; museum education, artist-in-residence, and other cultural or public service programs; and opportunities such as Ameri-Corp, Peace Corp, World Teach, Urban Teaching Fellows programs, and Teach for America.

The Education & Society emphasis provides opportunities for interdisciplinary explorations of pressing social and educational issues on local, national and international levels. Possible integrative themes include educational policy, multicultural education, environmental education, civic education, youth development, comparative or development education, and education-centered responses to social justice concerns and other reform imperatives. This emphasis is comprised of at least 16 credits offered through the educational studies department and as many as 12 selected from supporting curricular areas as follows:

A significant civic engagement experience offered through educational studies or the student's major department as appropriate to the minor's integrative theme.

Two elective courses relevant to the minor's integrative theme.

The Urban Education emphasis offers important curricular opportunities for students interested in the pivotal role played by educational systems in addressing significant social concerns and shaping the quality of life in urban settings. This emphasis is comprised of twenty-eight credits in educational studies and supporting fields as follows:

Students interested in educational studies minor concentrations should contact the department chair to develop a minor plan.

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