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Dec 04, 2024
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[DRAFT] Course Catalog 2025-2026 [ARCHIVED CATALOG]
Education Studies Integrative Concentration
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The integrative concentration consists of a minimum of 4 full courses (or the equivalent), 2 experiential components, and 1 learning portfolio.
Note: Students must earn minimum grades of C- or P for all courses that apply toward the integrative concentration.
Although there is no education major or minor offered at Oberlin College and Conservatory, students have opportunities to engage in courses, Winter Term projects, community-based learning, and field experiences relevant to the education profession. The goal of the education studies integrative concentration is to connect students with these opportunities and to prepare them for graduate work in education, careers in education policy and advocacy, or entry into the teaching profession.
 Visit the concentration’s web page for more information.
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Note(s) on Requirements
- If a student wishes to count a course that is not listed below toward the concentration, they can petition the concentration chair(s) for approval to apply the completed or in-progress course toward their concentration.
- In planning their schedules, students should be aware that some of the courses listed below have prerequisites.
Course of Study
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.
Detailed Integrative Concentration Requirements
Education Studies Integrative Concentration Course Lists
Conceptual Approach Courses
Return to the summary of requirements.
The goal of courses in the “Conceptual Approach” category is to engage students with theories, research, frameworks, and perspectives on education.
Pedagogical Approach Courses
Return to the summary of requirements.
The goal of courses in the “Pedagogical Approach” category is to support students in the integration and application of skills, methods, theory, and practices in education.
Experiential Components
Return to the summary of requirements.
The goals of the experiential components are to provide students with professional experience in an educational setting, to give students practice at engaging with diverse learners, to help students make professional connections in the education field, and to guide students in their decisions about future careers in education.
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 learning portfolio.
Below is a listing of courses, programs, and internship opportunities that may be of particular interest to concentrators. For other opportunities to count toward the concentration, concentrators should consult the concentration co-chairs.
Notes:
- At least one component must be related to preK-12
- At least one component must take place at Oberlin College and Conservatory; Oberlin City Schools; or in Lorain County, OH
Courses
Programs
Potential Internship Opportunities
See also Career Exploration and Development’s web pages on Winter Term internships and summer internships.
Learning Portfolio
Return to the summary of requirements.
Students must maintain a learning portfolio that includes their education-related course materials, documentation of their work experiences in education, and a final reflection piece on the integration of theory and practice in education studies. The portfolio must be submitted to the concentration co-chairs no later than three weeks before the end of the semester in which a student intends to graduate. The concentration co-chairs will review the submitted portfolios and, if necessary, request revisions.
Education Studies Integrative Concentration Advisory Group
Susan Pavlus, Director of Education Outreach Programs and Assistant Director of the Bonner Center; co-chair
Katherine J. Thomson-Jones, Professor of Philosophy; co-chair
Elizabeth Lindsey Rogers, Assistant Professor of Creative Writing and Director of Oberlin Writers-in-the-Schools
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