Educational Studies (EDUC)

Chair: Professor DEBORAH APPLEMAN
Professors: DEBORAH APPLEMAN, JOHN G. RAMSAY
Assistant Professor: MARY HERMES
Visiting Instructor: ANN LEMING

Guided by the assumption that an understanding of educational values, policies, and practices is a legitimate and important part of liberal arts studies, Carleton offers a program of courses which, with the exception of student teaching, are open to all students and can be counted toward meeting distribution requirements in social sciences. No major is offered; however, we do offer an interdisciplinary concentration for those students who are especially interested in educational studies but not necessarily in public school teaching.

Students may qualify for a secondary (grades 5-12) teaching license in the State of Minnesota in the following areas: art, English, mathematics, modern languages (French, German, Russian, Spanish), earth, life and physical sciences and social studies. In the elementary field, preparation at Carleton is limited to the teaching of art. Earning licensure requires: completion of an approved Carleton major; other subject area courses not required by the Carleton major and/or specific courses within the major, a specified program of educational studies courses (se the Teacher Education Handbook), and student teaching in the major field in a “13th Term.”

Students interested in obtaining teaching licensure should pick up a handbook from the department office which provides detailed information, and should consult with a member of the education faculty as soon as possible. There may be occasional courses offered at St. Olaf through the inter-registration process. Formal application for admission to the teacher education program is generally made during the spring term of the sophomore year.

Carleton’s licensure programs are approved by the Board of Teaching of the State of Minnesota.

Educational Studies Courses

110. Introduction to Educational Studies

This course will focus on education as a multidisciplinary field of study. We will explore the meanings of education within individual lives and institutional contexts, learn to critically examine the assumptions writers, psychologists, sociologists and philosophers bring to the study of education, and read texts from a variety of disciplines: What has “education” meant in the past? What does “education” mean in contemporary American society? What might “education” mean to people with differing circumstances and perspectives? And what should “education” mean in the future? Open only to first- and second-year students. 6 credits, SS

Winter — Staff

115. Introduction to American Studies: Growing Up American

Cross-listed with AMST 115. Our introductory course is a team-taught and comparative look at a significant topic in the formation of American culture. Faculty from any of the disciplines that support American Studies will come together to pool their talents and experience to deal with topics that change from year to year. For 1999-2000 the introductory course will be titled Growing Up American. Taught by specialists in Education, Literature, and Psychology, the course will look at what is particularly American about childhood in this country, and how what our children experience reflects the values of our society as it constructs and constrains the culture of succeeding generations. 6 credits, HU

Spring — S. Akimoto, D. Appleman, R. Tisdale

150. Chemical Health

This course covers the sociological and psychological aspects of alcohol and drug use: addiction, intervention and treatment of use problems, and family systems. The course helps meet the state requirements for licensure as a public school teacher. 3 credits, S/CR/NC, ND

Spring — C. Carlson

234. Educational Psychology

Human development and learning theories are studied in relation to the teaching-learning process and the sociocultural contexts of schools. Three hours outside of class per week are devoted to observing learning activities in public school elementary and secondary classrooms and working with students. No prerequisite. 6 credits, SS

Fall — D. Appleman

240. Philosophies of Education

What philosophical assumptions, questions and arguments have influenced the course of American education? This course will provide an historical overview of the traditions that have informed and shaped contemporary ideals of educating selves and communities. The texts of Plato, Locke, Rousseau, Dewey, Egan, Noddings, Martin, Maxine Greene, James Banks and others will be examined. 6 credits, SS

Not offered in 1999-2000.

245. Youth, Culture, and Schooling

Cross-listed with AMST 245. Is adolescence real or invented? How does the American high school affect the nature of American adolescence? How does adolescence affect the characteristics of middle and high schools? In addition to treating the concept historically, this interdisciplinary course focuses on psychological, sociological, and literary views of adolescence in and out of the classroom. We will also analyze how adolescence is represented in popular culture, including television, film, and music. 6 credits, SS

Not offered in 1999-2000.

254. Teaching Exceptional Students

This course considers the identification, planning, non-discriminatory testing and instruction of exceptional students. The course includes the topics: the needs and rights of exceptional students, speech/language impaired students, hearing impaired students, visually impaired students, physically impaired students, gifted and talented students, learning disabled students, and emotionally disturbed students. Prerequisite: Educational Studies 234. Permission of instructor. 3 credits, ND

Spring — A. Leming

338. Multicultural Education

Cross-listed with AFAM 338 and AMST 338. This course focuses on the respect for human diversity and personal rights, especially as these relate to various racial, cultural and economic groups, and to women. It includes lectures and discussions intended to aid students in relating to a wide variety of persons, cultures, and life styles. 6 credits, S/CR/NC, SS, RAD

Not offered in 1999-2000.

346. Methods of Teaching Modern World Languages

Cross-listed with FREN 346, GERM 347, RUSS 346 and SPAN 346. Methods of, and curricular materials for, the teaching of modern world languages in the secondary school. Prerequisite: Senior standing, permission of the instructor and Educational Studies 234. 6 credits, ND

Winter — N. Krämer

348. Methods of Teaching Secondary Social Studies

Structure, methodology, strategies, and materials for teaching sociology-anthropology, psychology, economics, political science, geography and history in the secondary school. Prerequisite: Senior standing, permission of the instructor and Educational Studies 234. 6 credits, ND

Winter — M. Hermes

350. Methods of Teaching Mathematics

Cross-listed with MATH 350. Methods of and materials and technology for teaching mathematics in secondary school. Issues in contemporary mathematics education. Regular visits to secondary school classrooms and teaching a class are required. Prerequisite: Senior standing and permission of the instructor. 6 credits, ND

Winter — C. Roosenraad

353. Schooling and Opportunity in American Society

Cross-listed with SOAN 320 and AMST 354. This course is concerned with both the role of schools in society and the impact of society on schools. It deals with race, ethnicity, sex, social class and other factors which influence school achievement, and also examines the widespread assumption that the expansion of schooling can increase equality of opportunity in society. 6 credits, SS

Fall — J. Ramsay

355, 356. Student Teaching

Fulltime teaching in middle and high school under supervision. Prerequisites: 13th term licensure candidate, special methods in teaching area, and permission of instructor. 6 credits each, ND

Fall — D. Appleman, M. Hermes

360. Issues in Native American Education

Cross-listed with AMST 360. Historical and contemporary issues of schooling epitomize many of the struggles Native people in the United States have endured. This seminar will explore issues of schooling and education for Native Americans in an interdisciplinary way. The broader social-political context of colonization, attempted assimilation and genocide, and survival will be understood through the lens of “education.” History, anthropology, educational studies, and environmental studies will frame our discussions. This course is highly recommended (but not limited to) students who may eventually be teaching to or about Native Americans. It is also appropriate for students who are willing to grapple with the problem of working across differences. 6 credits, SS, RAD

Fall — M. Hermes

375. American Children: The Poor and the Privileged

Cross-listed with AMST 375. This course will focus on the physical, psychological, emotional and intellectual development and well-being of children in the United States. Particular attention will be paid to the disparity in child care resources and opportunities between the poor and the wealthy. The strengths and weaknesses of contemporary child support policies will be explored and debated. 6 credits, SS

Winter — J. Ramsay

379. Methods of Secondary Literacy Instruction

Cross-listed with ENGL 379. This course introduces students to a variety of approaches and perspective in teaching English language arts in the secondary schools. We will explore methodologies and issues surrounding the teaching of literature, language and composition in middle and high schools. In addition to the usual course components of reading, writing, and discussion approximately one day per week outside of class time will be devoted to observation and mini-teaching in high school English classes in the Twin Cities. Prerequisites: Senior English major, permission of the instructor and Educational Studies 234. 6 credits, ND

Winter —D. Appleman

385. Schooling and Communities: A Practicum for Teacher Candidates

This course provides licensure candidates with an opportunity to work directly in schools and community organizations related to schools and to reflect on that experience in a classroom setting. Prerequisites: Acceptance into teacher education program and registration for fall student teaching. 3 credits, ND

Spring — Staff

395. Senior Seminar

This is a research and design seminar for educational studies concentrators. It focuses on a contemporary issue in American education. Recent seminars have been on educational reform and reformers, service learning and literacy. Some off campus work with public school students and teachers is an integral part of the seminar. Prerequisite: Educational Studies Concentrator or permission of the instructor. 6 credits, SS

Spring — Staff

.

Catalog Front Page

Registrar's Front Page