Education Integrated Pathway, Academics | Earlham College Skip to Content

Education Integrated Pathway

Overview   |   Faculty   |   Plan of Study   |   Courses   |   Related Departments

Overview

Educators need the ability to understand development and the learning process, connect with their students, and think critically about classrooms and institutions. The Education Integrated Pathway will support students in threading all of these elements together, connecting coursework with practical experience. Through a variety of courses and a practicum, students will explore issues in teaching and learning from historical, political, philosophical, and practical perspectives. Students can individualize the experience to fit their specific interests in teaching and learning while participating in the common experience of exploring educational issues critically.

Faculty

Rebekah Dimick Eastman
Director of Graduate Programs in Education

Cammi Fulvi
Assistant Director of Graduate Programs in Education

Vince Punzo
Professor of Psychology

Randy Wisehart
Emeritus Faculty of Graduate Programs in Education

Plan of Study

Courses

One of the following two courses is required:

  • EDUC 120/CIL120 – Foundations of Education
  • EDUC 248/CIL 248 – Theory and Practice

Four of the following courses — at least one course outside of the Social Science Division:

  • Social Science Division Courses
    • EDUC 120/CIL120 Foundations of Education (if not taken as one of the required courses above)
    • EDUC 248/CIL 248 Theory and Practice (if not taken as one of the required courses above)
    • PSYC 230 Human Development 
    • PSYC 373 Moral Education 
    • PSYC 377 Positive Psychology 
  • Courses from Other Divisions
    • EDUC 310 Experiential Education
    • ENSU 320 Pedagogies of Place 
    • MATH 120 Elementary Statistics 
    • MUSE 215 Engaging Audiences with Outreach and Interpretation
    • SPAN 306 Spanish Linguistics, Language and Pedagogy
    • TESO 334 Studies in Second Language Learning and Teaching 
    • The English department has decided to create a new course with a pedagogical bent to hopefully be approved and then added to this list.

 

Co-Curricular Activity

Students are encouraged to suggest a co-curricular activity (in an educational setting) that is personalized to their interests. Some examples are:

  • Observing and assisting in a school classroom* – 20 hours – Supervised by classroom teacher.
    NOTE: Local school placements must be completed by Master of Arts in Teaching faculty and staff.
  • Observing and assisting in educational activities (sports, clubs, tutoring, etc.), a local community organization (Girls Inc., Amigos, or Boys and Girls clubs. etc.) – 20 hours – supervised by program directors.
    NOTE: Placements should be designed in consultation with Earlham College education faculty.
  • Coaching, or observing or assisting with coaching – 20 hours -- a local school or community organization – supervised by head coach.
    NOTE: Placements should be designed in consultation with Earlham College education faculty.

 

Culminating Experience

Students will complete a Presentation of Learning. The purpose of the Presentation of Learning would be to draw from the varied courses as well as the co-curricular practicum to synthesize and share what has been learned. This could be a presentation at a colloquium, could be a poster or presentation at an Earlham Educational Forum, etc.

Courses

* Key

Courses that fulfill
General Education Requirements:

  • (A-AR) = Analytical - Abstract Reasoning
  • (A-QR) = Analytical - Quantitative
  • (D-D) = Diversity - Domestic
  • (D-I) = Diversity - International
  • (D-L) = Diversity - Language
  • (RCH) = Research
  • (W) = Wellness
  • (WI) = Writing Intensive
  • (AY) = Offered in Alternative Year

*EDUC 120 FOUNDATIONS OF EDUCATION (3 credits)
Students examine the present U.S. educational system and the nature of its social impact using the lenses of history, sociology and philosophy. Designed to provide the foundation for further study, this course is recommended for first-year students. (D-D)

EDUC 248 THEORY AND PRACTICE OF EDUCATION (3 credits)
The course reflects upon the central premise that prospective teachers need both to do some teaching while they also read about teaching and its circumstances, thus integrating doing and learning. Students focus on the role of teaching and curriculum theory, while also offering experience with a teaching practicum unit in cooperation with a local school. Prerequisites: Earlham Seminar and one previous course in Education, or consent of the instructor.

*EDUC 302 DISABILITIES STUDIES (3 credits)
This course explores the growing field of disabilities studies. Students will examine the idea of “normality” and consider how power is exercised over people with disabilities in U.S. cultures and in other cultures of the world. A variety of theoretical perspectives will be employed including feminist and critical disabilities studies. (D-D, WI)

EDUC 310 INTRODUCTION TO EXPERIENTIAL EDUCATION (3 credits)
This seminar course explores the theory and practice of experiential education through several key educational philosophies (Existentialism, Romanticism, Progressivism and Critical Theory). Students will examine how those theoretical stances inform educational practice in both formal and informal learning contexts (schools, museums, community centers, etc.) while developing a richer and more complex understanding of what some call “learning by doing.” The course will also explore specific methodologies common in the field such as project-based learning, community-based learning, and active learning.

Earlham College, an independent, residential college, aspires to provide the highest-quality undergraduate education in the liberal arts and sciences, shaped by the distinctive perspectives of the Religious Society of Friends (Quakers).

Earlham College
801 National Road West
Richmond, Indiana
47374-4095
1-765-983-1200 — Main Switchboard
1-800-EARLHAM (327-5426) — Admission


NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS

Earlham admits students of any race, color, national and ethnic origin, age, gender and sexual orientation to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin, age, gender and sexual orientation in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs.