Class Schedules

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.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

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.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course explores the peril and promise of urban public education in challenging times. Critical issues to be explored range from poverty and growing economic inequality, to challenges faced by recent immigrants and historically oppressed populations, to religious and political intolerance, to bullying and school violence, to school bureaucracy, administration and governance, to teacher unions and professional ethics, to urban education reform initiatives promoted by corporations, think tanks and foundations in contrast to those emerging in response to teacher/parent/student/community activism.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

Black and Latinx Educational Histories and Voices will examine the historical, cultural, political, and socio-economic factors that shape the schooling experiences of our two largest minority populations: Black (including African Americans, West Indians, African immigrants), and Latinx/Afro-Latinx communities. In terms of educational policy discourse such as desegregation, bilingual education, and affirmative action measures almost no other groups have been discussed together than Black and Latinx students. Black and Latinx students are increasingly resegregated together in our urban schools and have been over-named groups in school accountability measures such as No Child Left Behind and Race to the Top. This course looks at the shared, threaded, and disconnected histories of Black, Latinx, and Afro-Latinx experiences in U.S. schools. Examination of the tensions, historical parallels, and historical discontinuities between said groups will contribute to a deeper understanding of the contemporary educational landscape and the very purpose of U.S. public schooling.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:
Humanities

Course Materials

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.

General Education Requirements:
Writing WP

Distribution Requirements:
Humanities

Course Materials

Why have inequities and demographic disparities in American education remained so persistent? As a society, we stand to benefit most if we can realize every person’s potential. This requires: 1) recognizing the unique power of every student, 2) embracing their funds of knowledge and culture, and 3) finding ways to empower them to fully manifest their skills and perspectives. In this course, we will grapple with both the promise of these ideals and why they have proven so elusive, despite decades of research and reform efforts. To better understand these differential experiences and outcomes, this course will examine a wide-range of theories rooted in almost a century of psychology and how they have been applied to the educational context, which has implicitly been charged with remediating inequality. Particular attention will be given to critical perspectives that attend to issues of power and privilege. Reading for this course will primarily be drawn from social and educational psychology (with nods to other literatures, such as sociology, depending on the week’s topic). We will investigate the implications of marginalization on both the systemic level and on the level of the student psychological experience. Balancing “classic theory” with contemporary empirical examples, students in this seminar will be given the opportunity to trace the historical and theoretical underpinnings at the heart of modern educational decision-making, as well as evaluate and critique peer-reviewed research to generate ideas for future research and educational improvement. This course will count as a UP3 course. Prereqs: PSYC 100, and either PSYC 201 or STAT 155.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

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. Prerequisite(s): Permission of department chair.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

Noted scholar, activist, and educator W.E.B Du Bois argued that higher educationwas the bedrock of education in the United States. Specifically, Du Bois looked to highereducation to be civic oriented and be devoted to uplifting communities. In other words, worldbuilding. What does this mean in the context of the Movement for Black Lives, the COVID-19Pandemic, and the shifting terrain of what community even means in the United States?Looking at critical ethnic studies, local community activism, global movement to decolonizehigher education, and the history of Macalester (Mac), this course will look at the ways in which world building, community collaboration, and student activism have existed and must exist at Mac. Housed in Mac’s Cultural House, the focus of this course will be to use said themes for students to create and develop their own philosophy of education and creed regarding their hopes and dreams for their times at Macalester.

General Education Requirements:
Writing WA
U.S. Identities and Differences

Distribution Requirements:
Humanities

Course Materials

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.

General Education Requirements:
Quantitative Thinking Q1

Distribution Requirements:
Social science

Course Materials

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.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

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.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course examines the role of Education as global phenomena. The course encompasses a comparative view of education around the world, as well as its role in International Development. We take it further, by analysis and critique, to understand education as a force for change in an inter-dependent, globalized world. Specifically, we will examine ways in which policies and practice either enhance or diminish efforts towards change that is inclusive, just, sustainable and effective in relieveing suffering, while expanding potential and capacity in those affected by social change. We take the position that, in order to be effective, building trust becomes a key to connectivity between people, groups, organizations and ideas where education, development and change are theorized and practiced. We will construct possible education frameworks around the idea of building trust, by analyzing socio-cultural issues of power, voice, silence, and discourse. (4 credits)

General Education Requirements:
Internationalism

Distribution Requirements:
Social science

Course Materials

This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world.  Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum.  We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities.  Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools.  The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This course provides an introduction to outdoor education as an opportunity to promote social justice and environmental sustainability in a globalized world.  Informed by relevant philosophical, psychological, cultural and political-economic frameworks, in addition to critical issues in public education policy and practice, we will explore interdisciplinary approaches to outdoor environmental education appropriate for students across the K-12 continuum.  We will utilize the Katharine Ordway Natural History Study Area (Ordway Field Station) as an outdoor classroom and will adapt curriculum from the Minnesota Department of Natural Resources (DNR) and other outdoor education organizations to assist elementary school teachers and students in fulfilling Minnesota K-12 Academic Standards. Early in the semester, all students will participate in a weekend retreat at the Ordway Field Station. Weekly lab sessions will include field days during which course members design and implement educational experiences for elementary school children at Ordway, small group work days for preparing field day lesson plans, trips to local outdoor environmental education sites within the Twin Cities, and other experiential learning opportunities.  Weekly seminar sessions incorporating readings, reflective writing, and individual and small group projects complement the experiential aspects of the course. As the semester progresses, each course member will develop a curricular unit aimed at teaching an important environmental issue to diverse adolescents attending urban public schools.  The curricular unit is a significant undertaking that provides students with the opportunity to synthesize all aspects of the course material in a creative, pragmatic and integrative manner.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials

This advanced research seminar explores the politics and policy of K-12 education in the United States. Several theoretical lenses are explored and competing perspectives are advanced. The workload will be intense, akin to a graduate level course. Students will compose a 20-25 page original research paper on an education topics of their choice. Prerequisite(s): Sophomore standing; previous coursework in American politics or public policy as well as research methods is recommended.

General Education Requirements:
Writing WP

Distribution Requirements:
Social science

Course Materials

This course provides opportunities for students to engage with research methods that promote inclusive, egalitarian, exploratory social inquiry aimed at enriching the quality of learning and life in schools and civic spaces. Pedagogical in addition to formal research applications are addressed, as are implications for development and change on personal to organizational to societal levels. Ethical dimensions of engaging children and youth, in schools and community settings, as research participants and as researchers, are also carefully considered.

General Education Requirements:
U.S. Identities and Differences

Distribution Requirements:
Social science

Course Materials

This course builds on prior learning in Educational Studies to deepen understanding of both the challenge and potential of teaching in urban schools. Focal topics include exploration dynamic learning environments for teaching children and youth with a variety of social, cognitive, economic, and cultural experiences. We will consider the evaluation, appropriate accommodations, and methods of instruction and assessment for students possessing a broad range of academic interests and aptitudes and varied forms of exceptionality. The course is grounded in a field experience (40 hour minimum) engaging students in learning from and contributing to a local classrooms at the grade level/subject matter area of their choice. The course culminates in the design of a curricular unit that reflects instruction aimed at higher order cognition and holistic child development. Course reserved for Educational Studies majors (Teaching/Learning Emphasis). Prerequisite(s): Permission of instructor.

General Education Requirements:
Writing WP
U.S. Identities and Differences

Distribution Requirements:

Course Materials

This course presents an overview of world language pedagogical methods and provides a forum for discussion on current trends and thinking in second language acquisition. Students who are curious about teaching a world language are given opportunities to observe educators at various levels in the Twin Cities as well as teach mini-lessons at Macalester College. Course taught in English and open to world language students having attained an intermediate level in the target language.

General Education Requirements:

Distribution Requirements:

Course Materials

This senior capstone 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 education reform and social transformation 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. Prerequisite(s): Permission of department chair.

General Education Requirements:

Distribution Requirements:
Social science

Course Materials