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 becoming a licensed classroom teacher. The Education Department has worked with other departments on campus to devleop a program that provides candidates with a bachelor’s degree, as well as an opportunity to explore education from diverse disciplinary perspectives, and through community-based internships.

This program can serve as pre-professional preparation for individuals planning to earn a master’s degree to become certified as school psychologists/counselors, speech therapists, athletic administrators and librarians. Graduates at the bachelor’s level have found positions and careers in the non-profit sector, such as church-based educators, scouting program administrators, museum educators, latch-key program supervisors, recreation program supervisors, and adult educators. 

There is also a niche for educators in the corporate community, for example, as publishers, editors, and corporate trainers. Educational Studies also complements many other majors on campus, for individuals interested in educational aspects of their chosen major/career path.  In many cases, Educational Studies has worked well as a double-major, and is also available as a minor.

    For more information about this major, please contact Dr. Diane Ross or  Dr. Sue Constable 

    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 (1 of 3) (need 9 hours total) (3) (consult with your academic advisor).
    EDUC 1600*: Study of the School (4) Writing Intensive; Includes 45-hour field component, or EDUC 1000 Introduction to Education (3) INST 1500*: Identity Projects: Writing and Literature (3) Writing Intensive (3)
    Mathematics course * (3) (consult with your advisor)
    Skills Course* (3)
    LFW * (1)
    EDUC 901-903 (Standardized Test Prep as needed; 1 credit each). (for students taking EDUC 1600 in the spring)

    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.

    * Denotes course can be taken either fall or spring semester

    Fall 2 Spring 2
    INST 2000 Level Interconnections (3) *Recommend INST 2011 INST 2200 Level: Reflection & Responsibility (3)
    EDUC 2000*: Educational Psychology: Adolescence, or EDUC 2200: Educational Psychology: P-5 (3) *Includes 20 required field hours EDUC 2520 Exceptional Children: Adolescence, Writing Intensive or EDUC 2510: Exceptional Children: Primary Education (3)
    General Elective * (consult with academic advisor) (3)
    Skills Course *


    Fall 3 Spring 3
    INST 2400 Level: Natural Foundations (3) INST 2600 Level: Creativity and Culture (3)
    EDUC 2100*: Educational Technology, Adolescence, or EDUC 2300*: Educational Technology, P-5. (3) EDUC Elective (3 of 3) (need 9 hours total)
    EDUC Elective (2 of 3) EDUC 3650 or EDUC 3800
    General Elective (3)
    Skills Requirement (3)


    Fall 4 Spring 4
    EDUC 4900: Education Internship (3-12 hours)* (Consult with advisor). INST 2800: Global Cultures (3)
    INST 3000: Integrative Seminar (3)
    SYE Senior Year Experience (2-3) Consult with advisor.
    Education Elective* (need 9 hours total)
    General Elective
    Skills Requirement



    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 (30-31 hours)

    Core Courses (21-22 hours) 

    • EDUC 1600 – Study of the School – Writing Intensive (4) or EDUC 1000 – Introduction to Education (3)
    • INST 2011 – Equity Literacy (3) or EDUC 3600 Multicultural Education (3)
    • EDUC 2520 – Exceptional Children: Adolescence (3) or EDUC 2510 Exceptional Children: Primary (3)
    • EDUC  4900 – Internship – consult with your advisor (at once or spread across the program) (3-12 hours)

    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)

    Select 1 of the following:

    • EDUC 3630 – Adolescent Literature in a Comprehensive Reading Program (3)
    • EDUC 3650 –  Comprehension and Composition: P-5 (3)
    • EDUC 3800 – Content Area Literacy (3)

    Elective Hours (9 hours required, consult with your advisor) (at least one class must be at the 3000-level)

    • EDUC 1000 – Introduction to Education (3)
    • EDUC 1600 – Study of the School (4)
    • EDUC 1800 – Health, Movement, and the Arts in Primary Education (3)
    • EDUC 1710 – Systemic, Explicit Phonics Instruction: Middle Childhood (3)
    • EDUC 2400 – Pedagogical Content Knowledge in the P-3 Social Studies Classroom (3)
    • EDUC 2500 – Pedagogical Content Knowledge in the P-5 Science Classroom I (3)
    • 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 3370 – Technology in Special Education (3)
    • EDUC 3410 – Middle Childhood Methods I (3) (contains 40 field hours)
    • EDUC 3900 – Independent Study (3)
    • EDUC 4000 – Field Experience (3)

    Important Note about Educational Studies: There is a great deal of flexibility in the Educational Studies program, with the intention of guiding students toward an education-related career path of interest.  It is critical that you meet early and often with your acadmeic advisor to discuss and develop an intentional course plan, including electives, and internship experiences that support your goals.


    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.