Education Studies Concentration
Deborah Roose, Committee Chair
Deborah Roose (Chair), Daphne John, Travis Wilson, Kim Faber (SITES), Susan Pavlus (Bonner Center) and Peter Asch (student)
The goal of the Education Studies Concentration is to prepare students for graduate work in education, including teacher certification, careers in education policy, or entry into the teaching profession. Although there is no undergraduate education degree offered at Oberlin, students have opportunities to engage in courses, Winter Term projects, community-based learning, and field experiences relative to the education profession.
In order to graduate with an Education Studies Concentration, students must take four full courses (total) in a variety of liberal arts areas that explore educational foundations, issues, and pedagogical strategies. Additionally, students must complete two experiential components (summer and/or academic year internships, practica, or Winter Term projects) that connect their pedagogical and conceptual understandings to local and off-campus educational environments. The Education Studies Concentration Committee advises students regarding course and internship opportunities, prospective graduate schools, and potential employment. Similarly, the Career Development Center and the Bonner Center for Service and Learning have information about educational internship and employment opportunities.
The concentration includes student work in three areas: conceptual approaches, pedagogical approaches and experiential components.
The goal of the courses in the “Conceptual Approach” category is to engage students with the theories, research, frameworks and perspectives about education, children/youth and/or learning.
The goal of the courses in the “Pedagogical Approach” category is to support students in the integration and application of skills, methods, theory and practices, and reflection on their work.
The goals of the Experiential Components are to support students, through regular direct contact in educational situations, in gaining experience in practical application of education theory, techniques and self-assessment and/or to learn to engage with diverse learners.
Requirements for an Education Studies Concentration
Pieces (6 total)
Four (4) full courses (at least one course each in Conceptual and Pedagogical Approaches areas)
Two (2) Experiential Components (at least one preK-12)
Includes weekly Reflection and Self-Assessment, a final Reflection and a Supervisor’s Evaluation
Tied together by Reflection and Self-Assessment through a Portfolio and two Portfolio Reviews
You may begin the concentration at any point in your college career but are encouraged to do so no later than the middle of the junior year.