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Why Study Social Foundations of Education?
- Exciting and Rigorous Scholarship: Faculty and students have published in top scholarly journals in the field, including History of Education Quarterly, Qualitative Inquiry, Public Understanding of Science and Journal of Studies in International Education (the last three of which were products of faculty-student collaborations). Our faculty have presented papers at top scholarly conferences including the American Educational Research Association, the History of Education Society, and the Freeman Butts Institute for Civic Education. Doctoral and masters’ students also regularly present their respective research papers at the History of Education Society meeting. One doctoral student won the Justin Winsor Prize by the American Library Association for his historical essay; two others were nominated for the History of Education Society prize for the best essay by a graduate student.
• Vibrant intellectual environment: Faculty and students work together to maintain a vibrant intellectual environment on campus by collaborating on scholarship. Doctoral seminars have facilitated close faculty-student interaction in the development of research skills, conference papers, and journal manuscripts. In addition, students and faculty meet voluntarily in regular colloquia to share and comment on each other’s research—an activity that has sharpened scholarship, helped participants prepare for conference presentations, and built camaraderie.
• Excellence in teaching: Doctoral students dedicate considerable creative efforts to teaching their own undergraduate courses in social foundations of education They have gained valuable experience in creating their syllabi, selecting materials, designing assignments, and developing their pedagogies—all of which will help them to become competitive in the academic job market.
• Interdisciplinary collaborations and perspectives: Students’ work in courses in the liberal arts including history, political science, anthropology, and English, helps them to incorporate theoretical perspectives from various disciplines in their own educational research.
