Students may undertake special majors in honors or course with educational studies and another discipline (e.g., art, biology, chemistry, computer science, English, history, linguistics, math, music, physics, political science, psychology, sociology and anthropology). There are no majors in educational studies. Special majors involving educational studies usually include 10 to 12 credits, at least five of which must be in educational studies.
For all special majors involving educational studies, both departments collaborate in advising the student, and a thesis or a comprehensive examination integrating work in the two fields is required. The prerequisite for all students doing a special major or minor is EDUC 014: Introduction to Education. EDUC 016 and 017 are not counted as part of a special major.
Students designing a special major in biology and educational studies must take six courses in biology including at least one course in each group (I, II, and III) and one course in evolution. In addition to the six biology courses, students will take Introductory Chemistry, at least one semester of organic chemistry, and two semesters of college mathematics (not STAT 001 or MATH 003) or Calculus II (MATH 023 or 025), and will write a thesis supervised by faculty in the biology and educational studies departments.
Students designing a special major in English literature and educational studies must take five to six credits in English including a W course, at least one course in pre-1830 literature and at least one in post-1830 literature. Students will normally do a one-credit thesis or senior essay supervised in both English literature and educational studies.
Students designing a special major in history and educational studies must take six courses in history including one class in a field other than United States or Europe. One of the courses must be HIST 091 (fulfilling the senior comprehensive requirement), or, with the permission of both departments, students can complete a two-semester, two-credit thesis. Students will work with both an educational studies faculty member and the HIST 091 instructor to complete a one-credit senior research paper or a two-credit thesis.
Students designing special majors in linguistics and educational studies are expected to complete six linguistics courses, including a course or seminar in each of the following fields: sounds, forms, and meanings. Students also write a two-credit thesis, one credit usually done in the fall through LING 100 and one credit in the spring through EDUC 097, which integrates their study in educational studies and linguistics.
Students designing a special major in mathematics/statistics and educational studies are required to take seven courses in mathematics including either MATH 063 or 067 and one more course numbered above 044. Students will complete a one-credit thesis or project supervised in both educational studies and mathematics.
Students designing a special major in music and educational studies take a total of twelve credits in music and educational studies. Required courses include MUSI 011 and 012, MUSI and DANC 091, a musical repertory course, EDUC 014 and EDUC 021. Students must also choose two of the following: MUSI 018: senior comprehensive exam, senior thesis, or a service learning project. The other courses are negotiated on an individual basis to meet the student's interests.
Students designing special majors in political science and educational studies are expected to take five to six political science courses including one in each of the following groups: American politics, comparative or international politics, and political theory (either POLS 011 or 012). Students do either an oral thesis or a one- or two-credit written thesis, which integrates their study in educational studies and political science.
Students designing special majors in psychology and educational studies are expected to take six psychology courses including three core courses in psychology (courses numbered in the 30s), PSYC 025, Research Design and Analysis, and EDUC 021, Educational Psychology. Students also complete either an integrated comprehensive project (PSYC 098 or EDUC 098) or a two-credit interdisciplinary thesis. Those students who plan to do both student teaching and a double credit thesis will usually begin thesis work during the spring of their junior year, complete their thesis in the fall, and student teach in the spring of their senior year.
Students designing special majors in sociology and anthropology and educational studies must take SOAN 012M, Exemplary Studies and are expected to do a double credit thesis. Students who will also complete the requirements for teacher certification must 1) do their thesis during the spring of their junior year and one semester of their senior year or 2) do a large part of the thesis during the summer between junior and senior years and finish the thesis during the semester they do not student teach.
Sample Special Major Senior Thesis Posters
- The Contextual Paradigm: Envisioning a Post-Structuralist Model of Context in Students' Responses to Literature [PDF]
- A New Kind of Translation [PDF]
- When Research Does Not Translate into Practice: The Problems of Dissemination and Implementation in School-Based Interventions [PDF]
- Reclamando nuestra herencia: Popular literacy education and participatory politics in Nicaragua, 1979-2008 [PDF]
- Chinese immigrants in the U.S. educational system [PDF]
- Sistas on the Rise: How young mothers re-create their place, their space, through literacy [PDF]
Sample special major thesis titles
Biology and Education
- Making the Learning of Biology Accessible and Meaningful
- Public Alienation from Science and Science Illiteracy: Post-Sputnik Education and the Media as Causative Agents
History and Education
- Voices Worth Hearing: Priorities of the Black Community in the Midst of the Mandate to Desegregate Philadelphia Public School
English and Education
- Reading Possibilities and Resisting Subjectivities: Adolescent Fiction and the Schooling of girls
- Rewriting the Story: Asian-American Girls' Performances of Identity Through Writing
- The Contextual Paradigm: Envisioning a Post-Structuralist Definition of "Context" in Students' Responses to Literature
Linguistics and Education
- Emergent/Discursive Resistance: A Situated Analysis of the Application of Autobiographical Narrative to an Academic Space
Mathematics and Education
- Deep Understanding of Mathematics in an Elementary Classroom
- How Concepts of Masculinity Affect Boys in Mathematics
Environmental Studies and Education
Political Science and Education
- A Promise Unfulfilled: The failure of charter schools to improve the educational outcomes of Latinos
- Growing into Politics: Schools, Community Organizations, and the Development of Political Youth
- Reclamando Nuestra Herencia: Popular Literacy Education and Participatory Politics in Nicaragua, 1979-2008
- The Chinese Educational Experience in the United States: Background, Stereotypes, and Political Participation
Psychology and Education
- Watershed Moments in the Lives of Seventh Graders: The Influence of Classroom Social Contexts on Student Engagement
- When Research Does Not Translate into Practice: The Problems of Dissemination and Implementation in School-Based Prevention Interventions
Sociology/Anthropology and Education
- Toward an Ethnographic Analysis of Federal Education Policy: The Effects of the No Child Left Behind Act on Language and Culture Education in Navajo Public Schools
- Stepping up and speaking out: Empowerment and communalization through community youth programming for Asian American youth.
- Teaching Tamazight: The Development of Minority Language Education in Morocco.
- Dancing for Cultural Sensitivity: The elements of African culture in dance traditions that lay the framework for a community of acceptance
- Indian American Adolescents: Racial identity and Scholastic Achievement
Spanish and Education
- Teaching Language: A Different Kind of Translation