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Education
Member of the Division of Social Studies
Jean Ketter, Chair, Nancy Hayes, Paul Hutchison, Kara Lycke, Martha Voyles
In education courses, leading ideas in education are considered in relation to their political, social, and economic setting and to psychological theories of effective learning and teaching. The department seeks to develop each student's ability to analyze problems in education, to evaluate proposed solutions, and to act upon the results of that analysis in ethical ways. The introductory courses (Education 101, 210 - 215, and 221) are designed for all students as well as for those seeking a teaching credential. All education courses prepare students for licensure at secondary-school level, and students who meet the requirements receive an Iowa license at graduation. There is no major in education; students major in an academic discipline. A grade of C or higher is required in all education courses counting toward licensure.
Students seeking licensure at Grinnell College must apply to enter the Practitioner Preparation Program. This should be done no later than the deadline for declaring a major, usually in the second semester of the second year.
Candidates must be approved by the Committee on Teacher Education. Applications and the Student Handbook for Teacher Education, which includes pertinent information about the program, are available from the Department of Education or the Steiner secretary.
Licensure can be attained in the following areas:
1. American history, anthropology, biology, chemistry, economics, English, French, German, general science, Latin, mathematics, physics, psychology, Russian, Spanish, sociology, and world history. Requirements for the major are similar for teacher candidates as for other students; however, some departments have specific distribution requirements for secondary-teacher candidates. Students licensed in their major can sometimes be licensed to teach other disciplines with less than a major. Students seeking secondary licensure should consult members of the department about these requirements as early as possible.
For all areas of licensure the foundation courses are Education 101, 21x (there are four courses to choose from), 221, and 250. These courses relate philosophical, sociocultural psychological theories to education; Education 101, 210-215, 221, and 250 all require working in the Grinnell public schools, an experience that provides the opportunity to meet individuals outside the College community and aids in integrating theory and practice. In the upper-level courses students apply theory and methods of instruction to specific disciplines. Each licensure sequence includes a 14-week experience in student teaching, which may be done in Grinnell or other nearby public schools.
Students seeking licensure must have taken courses in all divisions and a course in mathematics, in the humanities, in American history or government, and coursework in both a biological and physical science.
Students seeking licensure at Grinnell College should plan to take nine semesters to do so. All courses prerequisite to the Professional Semester (student teaching) must be completed within the five years immediately preceding the Professional Semester.
Section 4 of the catalog describes the special tuition and fee policies that apply to the Ninth Semester Teacher Certification Program.
Students may request permission from the department to complete the requirements for licensure in eight semesters rather than nine by indicating their ability to complete a major and obtain a strong liberal arts background in seven semesters. Students must also indicate that extracurricular commitments will not interfere with 14 weeks of full-time student teaching.
The Grinnell College Teacher Education Program for elementary and secondary licensure is approved by the Iowa State Department of Education.
Grinnell Requirements for Licensure
Secondary Licensure
1. Educational and Professional Requirements 34 credits
• Education 101 Educational Principles in a Pluralistic Society 4 credits
• Education 210 Perspectives on Educational Issues 4 credits
or
Education 211 The Politics of Educational Assessment 4 credits
or
Education 212 Critical Pedagogy and School Reform 4 credits+
or
Education 213 Critical Issues in Second Language Acquisition 4 credits+
or
• Education 214 Nature of Science and Science Teaching 4 credits
• Education 215 Reading and Writing Youth Culture 4 credits
• Education 221 Educational Psychology 4 credits
• Education 250 Differentating Instruction for All Learners 4 credits
• Education 469 Laboratory Practice and
Practicum in Secondary Teaching 12 credits
• Education 34x Education Research and Methods in
Teaching and Learning 4 credits
2. An approved major, including courses required for licensure
3. An approved course in each: American history, humanities, and mathematics; coursework in both a biological and a physical science; and demonstrated proficiency in writing
101 Educational Principles 4 credits
in a Pluralistic Society (Fall or Spring)
Focus on the discussion of key concepts in multicultural/nonsexist elementary and secondary educational theory and practice, and the foundation of educational principles in the United States. Ten hours observation in schools required for all seeking licensure. Required for Iowa teacher certification. Prerequisite: none. STAFF.
210 Perspectives on Educational Issues* (Fall) 4 credits
An examination of topical educational issues from historical, legal, and political perspectives with an emphasis on analysis and evaluation of historical and current approaches to defining and achieving education goals in the United States. Topics include aims of education, finance and governance of schools, alternative models of schooling, and justice concerns in schools. Eight hours field experience in 5-12 public school setting. Prerequisite: Education 101 or permission of instructor. KETTER.
211 The Politics of Educational Assessment* (Spring) 4 credits
The course will begin with an examination of the purposes and limits of assessment and discussions of the ethical use of standardized tests. We will examine the concept of meritocracy as a guiding principle of the American education system and will trace the historical development of standardized measurements of intelligence and aptitude as tools used to track students and determine eligibility for further schooling. We will include an analysis of the current debate on the Elementary and Secondary Education Act (No Child Left Behind) and its goal of addressing inequities in education through the use of standardized curriculum and assessments. Eight hours field experience in 5-12 public school setting. Prerequisite: Education 101 or permission of instructor. KETTER.
212 Critical Pedagogy and School Reform* (Fall) 4 credits+
This course is a study of critical pedagogy from its roots in Marxism and the Frankfurt School through current-day theoretical connections (postmodernism, critical theory, critical feminism, and critical race theory) and their relevance to American public education. We will examine the dual character of schools that helps to explain some difficulties of school reform; that is, the democratic promise of schooling on the one hand, and its institutional service to a society based on race, class, and gender privilege on the other. Eight hours field experience in 5-12 public school setting. Prerequisite: Education 101 or permission of instructor. LYCKE.
213 Critical Issues in Second Language Acquisition* (Spring) 4 credits+
This course will focus on issues critical to the acquisition of a second language. It will examine the historical, theoretical, and pedagogical foundations of language teaching in the United States. Of particular interest will be the relationships among language, literacy, and culture, and their influences on both teaching and learning across the curriculum. Special attention will be given to the instructional needs of ESL/bilingual students and to the creation of classroom environments that foster multilingualism. eight hours field experience in 5-12 public school setting. Prerequisite: Education 101 or permission of instructor. HAYES.
214 Nature of Science and Science Teaching (Spring) 4 credits
This course will begin by considering the nature of science from a variety of perspectives including official publications from professional science organizations, ethnographies of science laboratories and workplaces, and prominent critiques of science. Ideas about the nature of science will be used to analyze various science curricula and instructional strategies. Students will have the opportunity to focus on the discipline and level that is of most interest to them. Eight hours field experience in 5-12 public school setting. Prerequisite: Education 101 or permission of instructor. STAFF.
215 Reading and Writing Youth Culture* (Spring) 4 credits+
This course examines contrasts in the construction of adolescence in texts written about, for, and by adolescents. We will pay particular attention to how historical and current cultural constructions of adolescence reinscribe or challenge mainstream conceptions of adolescents as members of social-political groups (as raced, classed, and gendered, for example). We will focus on one site of youth culture, the school, to examine how various school practices (such as athletics, school dances, clubs, pedagogical approaches) reinforce or challenge dominant notions of adolescence. Eight hours field experience in 5-12 public school setting. Prerequisites: Education 101 or permission of instructor. LYCKE, KETTER.
221 Educational Psychology (Spring) 4 credits
The application of principles of development and theories of learning from birth to 18 years. The study of interaction in the teaching-learning process. Topics include motivation, individual differences, evaluation of achievement, and learning styles. Course requires 24 hours observing/teaching in 5-12 classroom. Prerequisite: Education 101 and second-year standing, or permission of instructor. HUTCHISON, LYCKE.
250 Differentiating Instruction for All Students (Fall) 4 credits+
Study of the categories of exceptionality, the social organization of exceptionality in the public schools, and the instructional methods used with students who are labeled exceptional. Course requires 24 hours observing/teaching exceptional children in a 5-12 public school setting. Prerequisite: Education 101 and 221, or permission of instructor. KETTER.
34X Education Research and Methods 4 credits
in Teaching and Learning (Fall or Spring)
Each discipline-specific course will examine the theory and research on student learning and effective instruction in the designated discipline. Courses require 14 hours of observation teaching in 5-12 settings. All courses include regularly scheduled classes and a lab session. Prerequisite: Education 101, 221, and senior standing; or permission of instructor.
• 341 Research and Methods in Teaching and Learning in Language Arts
and Reading
• 342 Research and Methods in Teaching and Learning in Second Language
Acquisition
• 343 Research and Methods in Teaching and Learning in the Social
Sciences
• 344 Research and Methods in Teaching and Learning in Quantitative
Literacy
• 345 Research and Methods in Teaching and Learning in the Sciences
• 346 Research and Methods in Teaching and Learning in the Arts
467 Laboratory Practice and Practicum 12 credits
in Elementary Teaching (Fall)
Students assume responsibility for classes in an elementary school under the close supervision of a faculty member and a cooperating teacher of the public school. A weekly seminar is held. Prerequisite: Education 101, and 210 or 211, and 221, 250, 310, 315, 316, and Physical Education 215; or permission of instructor. HAYES.
469 Laboratory Practice and Practicum 12 credits
in Secondary Teaching (Fall)
Students assume responsibility for classes in a junior or senior high school under close supervision. Each student is observed and tutored by a secondary-education faculty member and a cooperating teacher from the public school. A weekly seminar is held. Prerequisite: Education 101, and 210 or 211, and 221, 250, 315, and 34x; or permission of instructor. STAFF.
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