Education Studies Integrative Concentration

The integrative concentration consists of a minimum of 4 full courses (or the equivalent), 2 experiential components, a learning portfolio, and a portfolio review.

Note: Students must earn minimum grades of C- or P for all courses that apply toward the integrative concentration.

The goal of the Education Studies Integrative Concentration (ESIC) is to prepare students for graduate work in education, careers in education policy and advocacy, or entry into the teaching profession. Although there is no education major or minor 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 Integrative 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. Students must include materials from their courses and experiential components in an online portfolio to be reviewed by the ESIC advisory group. The ESIC advisory group 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.

Visit the Education Studies webpage for more information.

Students wishing to complete the Education Studies integrative concentration should consult with a member of the concentration advisory group and complete the Integrative Concentration form. The form requires the signature of one of the concentration co-chairs.

Note: While students may begin the integrative concentration at any point in their college career, they are encouraged to do so no later than the middle of the junior year.

Co-Chairs
Susan Pavlus (Education Outreach)
Katherine Thomson-Jones (Philosophy)

See the full list of Education Studies Integrative Concentration Advisory Group Members

Summary of Requirements

One Full Conceptual Approach Course
One Full Pedagogical Approach Course
Two Full Education Studies Elective Courses
Two Experiential Components
Learning Portfolio
Portfolio Review

Education Studies Integrative Concentration Course Lists

Notes:

If a student is enrolled in or has completed a course that is not listed below, they can petition the curricular committee to apply the course toward the concentration.
Students should be aware that some of the below listed courses have prerequisites and should plan their schedules accordingly.

Conceptual Approach Courses

Return to the summary of requirements.

The goal of the courses in the “Conceptual Approach” category is to engage students with theories, research, frameworks, and perspectives on education.

Pedagogical Approach Courses

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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.

Education Studies Elective Courses

Return to the summary of requirements.

Students must take two additional courses from the Conceptual Approach and/or Pedagogical Approach course lists.

Experiential Components

Return to the summary of requirements.

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.

For an experiential component to be counted toward the Education Studies Integrative Concentration it needs to include at least two contact hours per week for a semester or equivalent period of time, for a minimum total of 20 contact hours. Students must include a written statement about each experiential component in their ESIC learning portfolio.

Below is a listing of courses, programs, and internship opportunities that may be of particular interest to concentrators.

Notes:

At least one component must be related to preK-12
At least one component must take place at Oberlin College, Oberlin City Schools, or in Lorain County, OH

Courses

Programs

Allen Memorial Art Museum Student Gallery Guide Program
America Counts
America Reads
Bonner Scholars Program
CLEAR Mentor Programs:
- Hybrid Of OWLS and Tutoring (HOOT)
- Oberlin Workshop and Learning Sessions (OWLS)
- Quantitative Skills (QS) Drop-In Tutoring
Community-Based Work-Study Program
ExCo leadership role
Girls and Boys in Motion
Ninde Scholars Program
Peer Advising Leaders (PAL) Program
Peer Mentors Program (through the Center for Student Success)
Writing Associates Program

Potential Internship Opportunities

See also the Career Development Center’s webpages on Winter Term internships and summer internships.

Learning Portfolio

Return to the summary of requirements.

Students must maintain an Education Studies portfolio for their coursework and experiential components, and a final reflection that is submitted when completing the concentration. The portfolio must be submitted to the ESIC committee no later than 3 weeks before the end of the semester in which a student intends to graduate. The curricular committee will review the submitted portfolios and, if necessary, request revisions.

Portfolio Review

Return to the summary of requirements.

Faculty committee review of Education Studies Concentration portfolio and final essay
Student submission of a video review (first concentration assessment)
Student preparation for and participation in a Senior Education Studies Concentration panel presentation and discussion

Education Studies Integrative Concentration Advisory Group

Susan Pavlus (Education Outreach), co-chair
Katherine Thomson-Jones (Philosophy), co-chair