Education Studies Concentration
Deborah Roose, Committee Chair
Committee Members:
Deborah Roose (Chair), Daphne John, Travis Wilson, Kim Faber (SITES), Susan Pavlus (Bonner Center) and Peter Asch (student)
An Education Studies concentration integrates pedagogical approaches, conceptual approaches, and experiential components for students who are interested in engaging with understandings of education as a part of the liberal arts. It encourages them to work with diverse communities both as learners and as educators.
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
Process
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.
