Jul 11, 2020  
Course Catalog 2019-2020 
Course Catalog 2019-2020 [ARCHIVED CATALOG]

Education Studies Concentration

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Education Studies Concentration

Kate Thomson-Jones, Committee Chair

Committee Members:

Kim Faber (SITES), Susan Pavlus (Bonner Center), Lynn Powell, Katherine Thomson-Jones, Travis Wilson

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 relevant 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 have information about educational internship and employment opportunities. For additional information, please contact: edstudies@oberlin.edu

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

Four (4) full courses (at least one course each in Conceptual and Pedagogical Approaches areas)
Two (2) Experiential Components  (at least one preK-12 and one in Oberlin)
Includes weekly Reflection and Self-Assessment, a final Reflection and a Supervisor’s Evaluation

Maintaining an Education Studies Concentration portfolio for the coursework and experiential components, and a final reflection that is submitted when completing the concentration. 


1. Faculty committee review of Education Studies Concentration portfolio and final essay.

2. Student submission of a video review (first concentration assessment).

3. Student preparation for and participation in a Senior Education Studies Concentration panel presentation and discussion.

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.

Conceptual Approach

AAST 221 Historic & Contemporary Debates in African American Education

AAST 263 Black English & Voice: Sociolinguistics

FYSP 114 Know Your Place

GSFS 419 Disability Studies

EDUC/PACE 300 Principles of Education

MUTH 317 Music & Embodied Cognition

PACE 317 Psychology of Musical Behaviors

PACE 316 Music Creativity      

PSYC 207 Memory

PSYC 216 Dev. Psych (prereq Psych 100)

PSYC Child & Adolescent Psychopathology

PSYC 300s Advanced Methods in Dev Psych

PSYC 461 Seminar in Adolescent Development

PSYC 480 Seminar in Child Development

Pedagogical Approach

ARTS 412 Curating Diasporas: Approaches to Museums & Public Pedagogy

CRWR 450 Teaching Imaginative Writing

DANC 214 Moving into Community

DANC 221 Body Re-education

DANC 247 Dance Pedagogy

EDUA 301 Language Pedagogy

ENVS 354 Practicum in Ecological Communication

ENVS 501 Research in Environment Studies

HIST 214 Oberlin Oral History/CBL Practicum

JAPN 454 Japanese Language Pedagogy

PACE 220: Arts Behind Bars

PACE 103: Community Music Engagement in the Schools

PACE 102: String Pedagogy

PACE 101: Community Engagement for Musicians

PACE 222 Building Community through Music

RHET 401/ENG 399 Teaching and Tutoring Writing Across the Disciplines

Experiential Components

AAST 281 Practicum in Tutoring


Allen Art Museum docent

CINE 394 Apollo Outreach Initiative Workshop

CRWR 486 Writers in the Schools Practicum (WITS)

Dubois Fraction Club

Education Practica (e.g. SITES “Spanish in the Elementary Schools” - EDPR 102)

Girls and Boyz in Motion

Ninde Scholars tutoring

Northern Ohio Youth Orchestra student intern

Oberlin Center for the Arts student intern

Oberlin Drama at Grafton (ODAG) student intern

Oberlin Music at Grafton (OMAG) student intern

OWLS (Oberlin Workshop and Learning Sessions)

Peer Advising Leaders (PALs)

Quantitative Skills Drop-In Center

Winter Term and Summer Internships (appropriate projects, check with ESC chair)

Writing Associates Program

*For an Experiential Component to be counted in an Education Studies Concentration it needs to include at least two contact hours per week for a semester or a minimum of 20 contact hours during a semester plus weekly reflections and a final written reflection.

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