Course Catalog 2008-2009
Associate Professor Lyn Robertson, Chair
Associate Professor Lyn Robertson, Associate Professor Karen Graves; Visiting Assistant Professor Jerrell Beckham; Instructor Suzanne Baker; Academic Secretary Brenda Franks
The Department of Education emphasizes the relationship between schooling and society and the analysis of teaching and learning in interdisciplinary terms. The Educational Studies major is designed for students who wish to prepare for a career in education in elementary or secondary schools, or in the broader community. This curriculum introduces students to learning theory and the social foundations of education, and it allows for internships in the field. This curriculum fits well into one's broader liberal arts education and provides time for one to complete a major in another field of study, for example, in the discipline one intends to teach. The Educational Studies major does not lead directly to licensure; however, faculty and staff in the Department of Education assist students in creating individually designed plans for obtaining licensure after graduation through a range of graduate and other programs.
The Educational Studies major consists of nine courses. Five of those courses comprise a core curriculum including PSYC 100, PSYC 200, EDUC 300, EDUC 390, and EDUC 421. The other four courses comprise a concentration determined by a student's area of interest.
a) Those studying elementary education will also take EDUC 213; EDUC 249; EDUC 312; and PSYC 210, 310, or 330. A parallel major in psychology or another field of study may also be undertaken.
b) Those studying secondary education will also take EDUC 213; EDUC 250; EDUC 312; and PSYC 245, 310, or 330. A parallel major in a teaching field is required.
c) Those studying education for a community or business setting will also take EDUC 249 or 250; COMM 147, 223, or 306; SA 210, 212, or 214; and PSYC 210, 215, 230, 245, 310, or 330.
Recommended study or experiences include: The Denison Internship Program, The Denison Organizational Studies Program, The Philadelphia Program (with emphasis on teaching), Study Abroad (with emphasis on comparative educational studies), Senior Research, and an Honors Project.
The Educational Studies minor requires 20 semester hours of course work: EDUC 390, EDUC 421, and PSYCH 100, and two of the following: EDUC 213, 249, 250, 300, 312.
Introductory Topics in Education (EDUC-199). A general category used only for the evaluation of transfer credit. 1-4
The U.S. Education System (EDUC-213). Students will develop a thorough and systematic understanding of the development of education and schooling in the United States. Relationships between school and society will be analyzed primarily from a historical perspective. Themes include the connection between liberty and literacy, centralized versus local control of schools, expansion of schooling, inequities in schooling, and the differentiated curriculum. 4
Teaching and Learning (EDUC-245). Technology has become an integral part of educational approaches, and teachers need to be knowledgeable in its uses and applications. This course will prepare prospective teachers to be critical users of technology in their teaching. This course will include a combination of lecture, discussion, video and hands-on computer work. 4
The Learner and the Teacher: Childhood (EDUC-249). This course explores the goals and aims of preschool and elementary education and examine prevailing curricular programs and materials in the preschool and elementary grades. Various patterns for organizing and staffing preschool and elementary schools will be studied with attention directed toward important consideration, methods, and techniques for teaching preschool and elementary age children. To supplement the campus classroom work, students will be assigned three hours a week of field experience working with a teacher in a preschool or an elementary school setting. Additionally, ten hours of tutorial instruction with the field experience teacher on the curriculum, resources, and methods of the student's teaching are required. (First semester) 4
The Learner and the Teacher: Adolescence (EDUC-250). This course examines the learning-teaching process from psychological perspectives. Theories of behavioral, cognitive and humanistic psychology are addressed. This course includes a three-hour commitment each week to an area school classroom. The student will complete a variety of activities that focus on the teacher, the learner and the learning-teaching process, using the school experience as a "laboratory" to gather primary sources of information. Prerequisite: Psychology 100. 4
General Methods Teaching (EDUC-270). A study of procedures and activities employed in teaching, including planning, teaching strategies, evaluating, and classroom management. Attention is given to the use of written discourse between teacher and students and among students to develop and extend students' understanding of the discipline; various student groupings; different learning styles; instructional activities designed to sharpen skills of critical analysis; and using a variety of assessments to monitor learning and make instructional decisions. 2
Field Experience (EDUC-280). The student will be assigned to work in a local school, social service agency, or non-profit organization under the supervision of the Department of Education Director of Field Experience and an on-site teacher or other employees. The student will observe and assist in the setting and confer regularly with the Director of Field Experience. 1-2
Intermediate Topics in Education (EDUC-299). A general category used only in the evaluation of transfer credit. 1-4
Philosophy of Education (EDUC-300). In this course, students approach the question of how people learn from a philosophical perspective. Class members read primary works of selected educational theorists including Plato, Isocrates, Rousseau, Wollstonecraft, Dewey, and Martin. Students develop a familiarity with the major educational issues of the past and engage current issues and problems in education. 4
Literacy and Learning: Theory and Practice (EDUC-312). The purpose of this course is to examine reading and writing development from emergent to mature stages. Emphasis is on theories of reading and writing, approaches, for solving problems related to these processes, and teaching students to read and write critically. The course includes a 30-hour commitment to a field experience in an area school classroom. 4
Special Problems (EDUC-345). Independent study or seminar work on selected topics under the guidance of staff members. Prerequisite: Consent of chairperson. 4
Special Problems (EDUC-346). Independent study or seminar work on selected topics under the guidance of staff members. Prerequisite: Consent of chairperson. 1-4
Directed Study (EDUC-361). 1-4
Directed Study (EDUC-362). 1-4
Independent Study (EDUC-363). 1-4
Independent Study (EDUC-364). 1-4
Critical Pedagogy: Gender, Race and Class in U.S Education (EDUC-390). In its examination of current critical issues in U.S. education, the central concern throughout this course is the relationship between school and society. Particular attention is given to critical and feminist pedagogies. This course includes a two-hour commitment each week to social service agencies or local schools. 4
Advanced Topics in Education (EDUC-399). A general category used only in the evaluation of transfer credit. 1-4
Senior Seminar (EDUC-421). Students will build upon knowledge and understanding of selected topics developed in previous coursework in education, develop the skills required in the process of doing research and preparing work for presentation or publication and reflect upon study in the major. Prerequisites: Senior standing in Educational Studies or Consent of Instructor. (Second semester) 4