College Catalog 2024-2025
Educational Studies
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Full Time Faculty: Brian Lozenski, Gonzalo Guzman
Part Time Faculty: Sonia Mehta, Tina Kruse, Jonathan Hamilton
Advisory Committee: Jerald Dosch (Biology), Ron Brisbois (Chemistry), Ruth Janisch (Civic Engagement Office), Chris Wells (Environmental Studies), Claude Cassagne (French and Francophone Studies), Alan Chapman (Geology), Molly Olsen (Hispanic Studies), James Doyle (Physics), Erika Busse-Cardenas (Sociology), Laura Smith (Geography), Sedric McClure (Multicultural Life), Lesley Lavery (Political Science), Cari Gillen-O’Neel (Psychology), Geoffrey Gorham (Philosophy), Julia Chadaga (Russian), Hana Dinku (Multicultural Life), Marcos Cruz (Career Exploration), Claude Cassagne (French and Francophone Studies), Rivi Handler-Spitz (Asian Languages and Cultures
MISSION & GUIDING PRINCIPLES
The Educational Studies Department, in collaboration with colleagues on campus and in the community, strives to:
- provide opportunities for students to engage in the study of education as an interdisciplinary field of inquiry and advocacy;
- prepare educators to provide social service and leadership in culturally diverse, economically challenged, public educational systems; and
- develop both contributions within the context of Macalester’s continuing commitments to academic excellence, internationalism, cultural pluralism, and civic engagement.
The Educational Studies curriculum is centered in five interdependent principles:
Integrative Theory
The Educational Studies experience is designed to ensure ongoing opportunities for conceptual integration across disciplines and across domains of theory, research, philosophy, policy, and practice. Drawing from diverse perspectives and methodologies ranging from empirical and behavioral analyses in the natural and social sciences, to critical and interpretive studies spanning the arts, humanities and social sciences, the curriculum promotes understanding of the complex constellation of factors that actively shape educational processes.
Engaged Inquiry
The Educational Studies experience enacts a cycle of learning progressing through stages supporting multi-dimensional exploration, critical reflection, creative development, and principled action. Engaged inquiry is intensely individual and profoundly social, continually opening opportunities for diverse learners to deepen personal meaning while expanding capacities to learn from, for, and with others.
Pluralism and Equity
The Educational Studies experience reflects commitments to pluralism and equity in schools and society. Public schools remain as one of the few social settings through which diverse populations can interact in sustained and meaningful ways to achieve a common and critical goal-that of preparing all young people to pursue life with intelligence, dignity, affiliation, and an ever-evolving sense of purpose and possibility. Accordingly, the Educational Studies curriculum embraces the concept of human diversity as a resource to schools and society. The curriculum further the ways in which unequal distributions of power and resources continue to affect education and life opportunities available to school-age youth and therefore emphasizes efforts to advance educational equity on individual and systemic levels.
Social Advocacy
The Educational Studies experience reflects John Dewey’s premise that, “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 designed to fulfill the needs and aspirations of children and youth are in crisis. Social advocacy is understood as the ethical imperative to apply educational theory, research, philosophy, policy and practice to deepen and extend human potential. Educational Studies prepares educators, in the broadest sense, to provide social service, social vision, and social leadership especially as these commitments advance the welfare of children and youth and the role of public education in promoting democratic social and educational reform.
General Distribution Requirement
EDUC 220 , EDUC 230 , EDUC 250 , EDUC 260 , EDUC 265 , EDUC 275 , EDUC 240 , EDUC 315 , EDUC 380 and EDUC 460 count toward the general distribution requirement in social science. EDUC 330 counts toward the requirement in humanities.
General Education Requirements
Courses that meet the general education requirements in writing, quantitative thinking, internationalism and US identities and differences 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.
Independent Study
The department offers independent study options in the form of tutorials, independent projects, internships,and preceptorships. For more information contact the department and review the Curriculum section of the catalog.
Programs
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Macalester