Academics

Education Studies

Education Studies

The Education Studies Concentration is a student-initiated and student-centered concentration that combines challenging coursework with relevant fieldwork to provide a supportive framework for the study and practice of education. It is open to any student regardless of academic major. The concentration is for students who are interested in education as a part of their liberal arts education as well as those who are considering education as a career. The Education Studies Concentration encourages students to work in diverse communities both as learners and as educators.

Although Oberlin College does not have an education department, undergraduate students have various opportunities within the college to explore this field of study. These opportunities help students understand and engage in education as a part of the overall liberal arts experience; participate in courses, programs, and community service that connect to local schools; and consider their interest in teaching and other careers in education.

An Education Studies Committee oversees all aspects of the concentration including enrollment, course selections, fieldwork, evaluations, and portfolio reviews. This concentration does not replace or substitute for a major or minor. Contact a committee member to serve as an informal advisor as you determine your overall goals and select appropriate courses and experiences based on your major and areas of interest.

Additionally, the Education Studies Committee can help guide students to appropriate resources for graduate school and employment opportunities. Students may also consult the Bonner Center for Service and Learning for community service programs, and the Career Center for teaching internships, fellowships, and other postgraduate opportunities.

Curriculum Overview

You may begin the Education Studies Concentration at any time in your academic career but the committee recommends that you enroll no later than the middle of your third year of studies. The concentration includes student work in three areas:

  • conceptual approaches
  • pedagogical approaches
  • experiential component

The conceptual approach courses will expose you to theories, research, and perspectives about education, children and learning. The pedagogical approach courses will help you integrate and apply skills, methods, theories, and practices as well as allow space for you to reflect on what you’ve learned. The experiential components require that you to be in an educational setting. This will provide you with practical, hands-on experiences with diverse learners and allow you to apply techniques, educational theory, and self-assessment.

To satisfy requirements for the Education Studies Concentration, you must complete four courses and two experiential components. The committee has identified courses within academic departments related to the study of education. These are courses that concern the role of education in society, education as a profession, and educational pedagogy. You also will develop a portfolio and have two portfolio reviews that will help you reflect upon your learning and connect the different courses and components for the concentration.

Students should consider these courses, along with a wide variety of other liberal arts and sciences courses, to prepare for careers in education policy, graduate work in educational fields including teacher licensure, and or entry into the teaching profession.

Review the Education Studies Concentration Student Information Packet for more details about this new offering.


Course Sampling

EDUA 101 - Language Pedagogy

DANC 214 - Moving into Community

EDUA 312 - Alternative Pedagogies: Theory and Application

SOCI 314 - Unequal Educations

AAST 320 - Practicum in Social Justice Education

POLT 409 - Public Education, Politics and Law

CRWR 450 - Teaching Imaginative Creative Writing

Experiential Components Sampling

AmericaReads

America Counts

Ninde Scholars

Writing Associates Program

Girls and Boys in Motion


Current Education Studies Committee

Deborah Roose, chair, professor of education (deborah.roose@oberlin.edu)

Kim Faber, ex officio, instructor, Spanish; SITES program director (kim.faber@oberlin.edu)

Daphne John, associate professor of sociology (daphne.john@oberlin.edu)

Carol Lasser, professor of history (carol.lasser@oberlin.edu)

Travis Wilson, assistant professor of psychology (travis.wilson@oberlin.edu)

Susan Pavlus, ex officio, education outreach director, Bonner Center for Service and Learning (susan.pavlus@oberlin.edu)

Peter Asch, student

Aidan Mullaney, student