Educational Studies

The Educational Studies Program meets the needs of candidates who might be interested in Education as a major or minor but not necessarily as an avenue to classroom teaching. The Education Department has worked with other departments and developed a program that provides candidates with a bachelor’s degree and an opportunity to explore educational settings from diverse disciplinary perspectives and experience unique opportunities for internships outside of the classroom. 

This program can serve as pre-professional preparation for school psychologists/counselors, church-based educators, and non-profit leaders (e.g., Girl Scouts, Boy Scouts, museums, latch-key programs, recreation programs). There is also a niche for educators in the corporate community, for example, as publishers, editors, and corporate trainers. Educational Studies is also available as a minor to complement your major with an education focus. 

Educational Studies students will select a concentration area with the help of their advisor. Please view the Educational Studies catalog for a complete list of courses in each concentration area. Concentration areas include coursework from the following disciplines:  

  • Communications 
  • Creative Writing 
  • Ethics 
  • Film Studies 
  • Human and Community Service 
  • Literary Studies 
  • Psychology 
  • Religion/Philosophy 
  • Women’s Gender and Sexuality Studies. 

    For more information about this major, please contact Dr. Sue Constable sconstable@otterbein.edu. 

    Recommended Four-Year Plan for Educational Studies

    Fall 1 Spring 1
    FYS 1000* Level First Year Seminar (3) or TYS 2000 Level Transition Year Seminar (3) (transfer students only). EDUC elective (3) (consult with academic advisor).
    EDUC 1600*: Study of the School (4) Writing Intensive; Includes 45-hour field component. INST 1500*: Identity Projects: Writing and Literature (3) Writing Intensive (3)
    Math 1210*: Nature of Mathematics (3) or Math 1500: Introduction to Mathematical Thought (3) Concentration requirement* (see list of Ed. Studies Concentrations).
    Skills Course* (3) Skills Course* (3)
    EDUC 1700* or EDUC 1710 LFW* (1)
    EDUC 901-903 (Standardized Test Prep as needed; 1 credit each).

    For admission to EDUC 1600, students must have a 2.5 overall GPA, have met test score requirements, and have a current FBI/BCI Background Check on file.

    Fall 2 Spring 2
    INST 2000* Level Interconnections (3) *Recommend INST 2011 INST 2200* Level: Reflection & Responsibility (3)
    Concentration requirement* (see list of Ed. Studies Concentrations). EDUC 2520 Exceptional Children: Adolescence, Writing Intensive
    EDUC 2000*: Educational Psychology: Adolescence, or EDUC 2200: Educational Psychology: P-5 (3) *Includes 20 required field hours EDUC Elective (consult with academic advisor).
    Skills course (3) Concentration requirement* (see list of Ed. Studies Concentrations).
    EDUC 3600 Multicultural Education (3) *Not required if INST 2011 is taken

     

    Fall 3 Spring 3
    INST 2400 Level: Natural Foundations (3) INST 2600 Level: Creativity and Culture (3)
    Concentration requirement* (see list of Ed. Studies Concentrations). Concentration requirement* (see list of Ed. Studies Concentrations).
    EDUC 2100*: Educational Technology, Adolescence, or EDUC 2300*: Educational Technology, P-5. (3) EDUC Elective* (consult with academic advisor)
    General Elective General Elective

     

    Fall 4 Spring 4
    EDUC 4900: Education Internship (3-12 hours)* (Consult with advisor). INST 2800: Global Cultures (3)
    Required Skills Course INST 3000: Integrative Seminar (3)
    SYE Senior Year Experience (2-3) Consult with advisor.
    Concentration requirement* (See list of Educational Studies Concentrations)

     

     

    Educational Studies Major

    General Education Requirements

    • First Year or Transition Year Seminar (3 hours) Integrative Studies (21 hours)
    • Skills Courses (8-9 hours)
    • Mathematics (3 hours)
    • Health and Physical Education Lifestyle Series (1 hour)
    • Senior Year Experience (2 hours)
    • Writing Intensive Requirement (9 hours)

     Major Requirements (31-40 hours)

    Core Courses (5 courses required) 

    EDUC 1600 – Study of the School – Writing Intensive (4)

    INST 2011 Equity Literacy (3) or EDUC 3600 Multicultural Education (3)

    EDUC 2520 – Exceptional Children: Adolescence (3)

    Select 1 of the following:

    EDUC 2000 – Educational Psychology: Adolescence (3) EDUC 2200 – Educational Psychology: Early Childhood (3)

    Select 1 of the following:

    EDUC 2100 – Educational Technology: Adolescence (3) EDUC 2300 – Educational Technology: Early Childhood (3)

    Elective Hours (6 hours required, consult with your advisor) – Choose 2

    EDUC 1800 – Health, Movement, and the Arts in Primary Education (3)

    EDUC 1710 or 1700, Phonics (3)

    EDUC 2400 – Social Studies in the Primary and Intermediate Classroom (3)

    EDUC 2500 – Science in the Primary and Intermediate Classroom (3)

    EDUC 2600 – Emergent Literacy in Inclusive Environments -Writing Intensive (3) (pre-req is EDUC 1700)

    EDUC 3210 – Pedagogical Content Knowledge in the P-5 Science Classroom II (3)

    EDUC 3230 – Pedagogical Content Knowledge in the 4-5  Social Studies Classroom (3)

    EDUC 3250 – Integrated Curriculum Internship, Grades 4-5 (3)

    EDUC 3630 – Adolescent Literature in a Comprehensive Reading Program (3)

    EDUC 3640 – Elementary Literacy Assessment and Instruction (3)

    EDUC 3800 – Literacies in the Content Area (3)

    EDUC 3850 – Using Literacy Across Disciplines in Middle Grades – Writing Intensive

    Student Learning Outcomes University Learning Goals (KMERI*)
    Candidates apply their knowledge of learner development, including cognitive, linguistic, social, emotional and physical. Knowledgeable, Multi-literate
    Candidates apply their understandings of learner differences. Knowledgeable
    Candidates believe that all learners can achieve at high levels, examine and understand their own personal biases, persist in supporting and scaffolding all learners, respect learners as individuals, make learners feel valued, promote respect among learners. Inquisitive, Responsible
    Candidates use current technology to support assessment and enhance K-12 learning. Knowledgeable, Muulti-Literate
    Candidates collaborate effectively with learners, families, colleagues, and community members to support learning and growth. Responsible, Engaged
    Candidates apply their knowledge of learning environments; including individual and collaborative learning, positive social interaction, active engagement, and self-motivation. Knowledgeable, Multi-literate

    *NOTE: KMERI refers to Otterbein's learning goals. It stands for KnowledgeableMulti-literateEngagedResponsible, and Inquisitive. To learn more about KMERI, visit our University Learning Goals page.