The Educational Studies Major—Students must earn five credits in the core, four credits in a thematic concentration, and three other electives for a total of 12 credits counted toward the major.
Core sequence:
-
EDUC
200. Analyzing Schools (offered each semester)
-
EDUC 300.
Education Reform: Past and Present (offered each year, ordinarily taken in the sophomore or junior year)
-
A research methods course selected in consultation with the director, to be completed no later than the junior year (advanced courses may require prerequisites).
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ANTH 301.
Anthropological Methods
-
ECON
318. Basic Econometrics
-
HIST
299
.
Historiography
-
POLS 241L.
Empirical Political Methods and Data Analysis
-
PSYC 221L.
Research Design and Analysis
-
SOCL 201L.
Research Methods in the Social Sciences
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any other research methods course approved by the director
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A research project course, where students conduct primary-source research on an educational studies topic using qualitative, quantitative, and historical methods, to be completed no later than the junior year.
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EDUC 305. Immigrants and Education
-
EDUC
307. Latinos in Education
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EDUC
308. Cities, Suburbs, and Schools
-
EDUC
309. Race, Class
,
and Educational Policy
-
PSYC
310. Psychology of Gender
-
PSYC
395. Cognitive and Social Development
-
PSYC
415. Development and Culture
-
any other course or independent study with an educational studies primary source research project approved by the director
-
EDUC
400. Senior Research Seminar. To fulfill the senior exercise requirement, students design and carry out an independent research project that builds upon acquired skills and evolving interests. The weekly seminar provides a thematic focus as well as a continuous forum for both support and critical feedback from peers, in preparation for a public presentation of the student’s work at the end of the semester. Usually offered in the fall semester of the senior year, with the option of continuing as a one-credit senior thesis (EDUC 497) in the spring semester. Prerequisites include the four core requirements listed above, plus a senior research project topic that must be submitted for approval by the educational studies faculty prior to April registration in the junior year.
The Writing Intensive Part II requirement is fulfilled by EDUC 400.
Concentration—A student-designed thematic concentration of four courses, at least three of which must be at the 300 level or above. Previous students have designed concentrations in numerous areas (such as learning, cognition, and development; urban education; gender and schooling; sociology of education; international education). A written proposal, which delineates the links between courses in the concentration and the student’s evolving interests, must be planned in consultation with the director and submitted upon declaration of the major.
Eligible courses for the concentration include:
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Educational studies electives
-
EDUC 305. Immigrants and Education
-
EDUC
307
.
Latinos in Education
-
EDUC
308
.
Cities, Suburbs, and Schools
-
EDUC
309
.
Race, Class, and Educational Policy
-
EDUC
315
.
Higher Education in America
-
EDUC
316
.
Education and Social Change Across the Globe
-
EDUC
318
.
Special Education
-
EDUC
320
.
Anthropol
ogy and Education
-
EDUC
350
.
Teaching and Learning
-
EDUC
399
.
Independent Study
-
Cross-listed electives
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AMST 355. Urban Mosaic
-
ENGL 318. Literacy and Literature
-
ENGL
406
.
Contemporary Composition Studies
-
INTS 234. Gender and Education
-
PHIL
374. Minds
and Brains (with lab)
-
POLS
224. Public
Policy Analysis: Theory and Practice
-
POLS
311
.
Administration and Public Policy
-
POLS
355
.
Urban Politics
-
PBPL 303. Policy Implementation Workshop
-
PBPL
323
.
Legal History of Race Relations
-
PSYC
223
.
Psychosocial Perspectives of Asian Americans
-
PSYC
236. Adolescent
Psychology
-
PSYC 246. Community Psychology
-
PSYC
255. Cognitive
Psychology (with optional lab)
-
PSYC
256
.
Learning and Memory (with optional lab)
-
PSYC
295
.
Child Development (with optional lab)
-
PSYC
310. Psychology
of Gender
-
PSYC
324. Stereotypes
, Prejudice, and Discrimination
-
PSYC
326. Advanced
Topics: Social Psyc
hology
of Ed
ucation
Systems
-
PSYC
332
.
Psychological Assessment (with lab)
-
PSYC
356
.
Cognitive Science (with lab)
-
PSYC
391
.
Psychology of Language
-
PSYC
395
.
Cognitive and Social Development
-
PSYC
401
and
402
.
Senior Seminar (if relevant topic)
-
PSYC
415
.
Development and Culture
-
SOCL
204
.
Social Problems in American Society
-
SOCL
214
.
Race and Ethnicity
-
SOCL
312
.
Social Class and Mobility
-
SOCL
351
.
Social, State, and Power
-
THDN
332
.
Education Through Movement
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Any other course, independent study, or thesis relevant to educational studies and approved by the director. If the research project is to be double-counted toward the concentration, then the student must designate a fourth course to be counted toward the other electives section to maintain a total of 12 courses toward the major.
Other Electives—Three other electives, either in educational studies or approved cross-listed courses, but not necessarily linked to the student’s concentration.
At least three departments or programs (i.e., educational studies and two others) must be represented in the total number of credits. Only courses in which the student earns a grade of at least C- may be counted toward the major.
Double Major—Students considering a double major (such as psychology and educational studies, or sociology and educational studies) are encouraged to plan their schedules early in consultation with their advisers. Selected courses for an educational studies major may also be applied toward fulfillment of the student’s other major, if listed or approved by both departments or programs.
Honors—Students must complete a senior research project with a grade A- or better, and earn a GPA of at least 3.50 in core courses in the major.
Teacher Preparation—Students who desire to teach should consult with educational studies faculty about the various routes available to them, including the consortial teacher preparation program at St. Joseph College in West Hartford, as well as alternate route certification programs, graduate school programs, and independent school teaching opportunities. For more information, see the "Pathways to Teaching" section of the educational studies Web site (www.trincoll.edu/depts/educ).