Class
No. |
Course ID |
Title |
Credits |
Type |
Instructor(s) |
Days:Times |
Location |
Permission
Required |
Dist |
Qtr |
| 1992 |
EDUC-200-01 |
Analyzing Schools & Lab |
1.25 |
LEC |
Speciale, Teresa |
TR: 9:25AM-10:40AM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 29 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC |
| |
NOTE: 8 seats reserved for first-year students. |
| |
This course introduces the study of schooling within an interdisciplinary framework. Drawing upon sociology, we investigate the resources, structures, and social contexts which influence student opportunities and outcomes in the United States and other countries. Drawing upon psychology, we contrast theories of learning, both in the abstract and in practice. Drawing upon philosophy, we examine competing educational goals and their underlying assumptions regarding human nature, justice, and democracy. In addition, a community learning component, where students observe and participate in nearby K-12 classrooms for three hours per week, will be integrated with course readings and written assignments. |
| 1254 |
EDUC-200-20 |
Analyzing Schools & Lab |
1.25 |
LAB |
Wong, Jia-Hui Stefanie |
TBA |
TBA |
|
SOC
|
|
| |
Enrollment limited to 29 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC |
| |
NOTE: Concurrent enrollment in EDUC 200-01 is required. |
| |
NOTE: Each student must reserve a 3-hour block of time in their weekly schedule (anytime between 9am-3pm weekdays) for a community learning placement in a neighborhood Hartford public school, to be arranged by the instructor during the first week of the course. |
| |
This course introduces the study of schooling within an interdisciplinary framework. Drawing upon sociology, we investigate the resources, structures, and social contexts which influence student opportunities and outcomes in the United States and other countries. Drawing upon psychology, we contrast theories of learning, both in the abstract and in practice. Drawing upon philosophy, we examine competing educational goals and their underlying assumptions regarding human nature, justice, and democracy. In addition, a community learning component, where students observe and participate in nearby K-12 classrooms for three hours per week, will be integrated with course readings and written assignments. |
| 1993 |
EDUC-300-01 |
Education Reform: Past&Present |
1.00 |
LEC |
Castillo, Elise |
MW: 1:30PM-2:45PM |
TBA |
|
HUM
|
|
| |
Enrollment limited to 24 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with PBPL |
| |
Prerequisite: C- or better in EDUC200 or Public Policy and Law major, or permission of instructor |
| |
How do we explain the rise and decline of education reform movements? How do we evaluate their level of “success” from different sources of evidence? Drawing upon primary source materials and historical interpretations, this course examines a broad array of elementary, secondary, and higher education reform movements from the mid-19th century to the present, analyzing social, material, and ideological contexts. This intermediate-level seminar explores a topic common to all branches of educational studies from both theoretical and comparative perspectives. |
| 2754 |
EDUC-305-01 |
Immigrants & Education |
1.00 |
SEM |
Wong, Jia-Hui Stefanie |
MW: 10:00AM-11:15AM |
TBA |
|
GLB5
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with ANTH, CLIC |
| |
Prerequisite: C- or better in Educational Studies 200, or majoring in International Studies, or permission of instructor |
| |
This course examines the experience of immigrants in education, focusing on questions of citizenship and belonging. How do schools respond to the challenges and opportunities of large-scale migration, cultural diversity, and inequality and attempt to produce national and/or global citizens? How do immigrants in schools negotiate and respond to global and national forces as they craft their own identities and forms of belonging? We will examine the experience of immigrant groups in the United States and other countries, such as Canada, the U.K., Spain, and Denmark. The course will include a community learning component in which students will engage with immigrant students and/or families, such as by serving as volunteer tutors or conducting interviews. |
| 2293 |
EDUC-309-01 |
Race Class & Educ Policy |
1.00 |
SEM |
Castillo, Elise |
MW: 11:30AM-12:45PM |
TBA |
|
SOIP
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with PBPL |
| |
Prerequisite: C- or better in Educational Studies 200 or permission of instructor. |
| |
How do competing theories explain educational inequality? How do different policies attempt to address it? This class will consider the intersections of race, class, gender, and sexuality in the examination of educational inequality. Possible topics include economic and cultural capital, racial/gender/sexual identity formation, desegregation, multiculturalism, detracking, school choice, school-family relationships, and affirmative action. Student groups will expand upon the readings by proposing, implementing, and presenting their research analysis from a community learning project. |
| 2755 |
EDUC-312-01 |
Education for Justice |
1.00 |
SEM |
Wong, Jia-Hui Stefanie |
TR: 1:30PM-2:45PM |
TBA |
|
SOIP
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Prerequisite: C- or better in Educational Studies 200 or permission of instructor. |
| |
Schools and educational systems historically and continually are often spaces of exclusion and marginalization, built and maintained to serve the needs and desires of the privileged. But education also holds the possibility of being liberatory and transformative. This course will centrally explore the questions: What does it mean to educate for justice? How can education and/or schooling play a role in creating and working towards freedom, resistance, healing, respect, and sovereignty? We will examine theoretical approaches to critical and liberatory education, as well as how these theories take hold in practice, both in formal and informal schooling settings. Areas of study include multicultural education, culturally relevant pedagogy, critical pedagogy, social justice education, feminist pedagogy, anti-racist teaching, and abolitionist teaching. |
| 1187 |
EDUC-399-01 |
Independent Study |
0.25 - 2.00 |
IND |
TBA |
TBA |
TBA |
Y |
SOC
|
|
| |
Enrollment limited to 15 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. |
| 2327 |
EDUC-400-01 |
Senior Research Seminar |
1.00 |
SEM |
Speciale, Teresa |
TR: 10:50AM-12:05PM |
TBA |
Y |
WEB
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
This seminar is open to senior Educational Studies majors only. |
| |
To fulfill the senior exercise requirement, students carry out an independent research project that builds upon acquired skills and evolving interests. The weekly seminar provides a thematic focus as well as a continuous forum for both support and critical feedback from peers, in preparation for a public presentation of the student’s work at the end of the semester. Each year, the seminar will be organized around a broad theme in educational studies. |
| 1170 |
EDUC-466-01 |
Teaching Assistant |
0.50 - 1.00 |
IND |
TBA |
TBA |
TBA |
Y |
|
|
| |
Enrollment limited to 15 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Submission of the special registration form, available online, and the approval of the instructor are required for enrollment. Guidelines are available in the College Bulletin.
(0.5 - 1 course credit) |
| 2166 |
EDUC-497-01 |
Senior Thesis |
1.00 |
IND |
TBA |
TBA |
TBA |
Y |
SOC
|
|
| |
Enrollment limited to 15 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
May be taken in continuation of Educational Studies 400 Senior Seminar, if the student has completed a project with a grade of B+ or better. Submission of the special registration form and the approval of the instructor and director are required for enrollment. |
| 2440 |
ANTH-306-01 |
Disruptive Bodies |
1.00 |
SEM |
Eisenberg-Guyot, Nadja |
T: 1:30PM-4:10PM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 15 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
NOTE: 9 seats reserved for ANTH majors. |
| |
This class will bring disability studies to bear on anthropological conversations about structural violence, processes of disablement, and the social construction of the body. We will explore disability as identity, condition, and position; the kinds of impairments that count as disabilities and according to what social, medical and political forces; the structural relations between race, gender, class, and disability; disability justice; and the politics of injury and illness. We will consider how disability might enable us to do anthropology differently through practice-based exercises, auto-ethnography, and collaborative and experimental research. Through these experiments, students will develop their own projects to construct the methods of a "crip" anthropology. |
| 2880 |
ENGL-223-01 |
Writing for the Middle Grade |
1.00 |
SEM |
Bilston, Sarah |
MW: 2:55PM-4:10PM |
TBA |
|
ART
|
|
| |
Enrollment limited to 15 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
NOTE: For English majors, this course fulfills the additional creative writing, elective, and additional literature or film requirements. For all students, it fulfills the College’s ART requirement. |
| |
Writing for the Middle Grade explores the rich traditions and contemporary practices of literature written for readers aged roughly 8--12. The course introduces students to key works and authors from the nineteenth century to the present day, examining how middle-grade writing has developed in response to changing ideas about childhood, education, family, and the imagination. Through close reading and discussion, students will consider questions of voice, perspective, narrative structure, and the ethical and emotional responsibilities (and possibilities) of writing for young readers.
Alongside critical study, the course places strong emphasis on creative practice. Students will experiment with writing in a range of middle-grade genres, including the school story, fantasy, adventure, mystery, and historical literatures. Workshops and guided exercises will encourage students to experiment with age-appropriate characters and plots while reflecting on how genre conventions shape storytelling for this audience. By the end of the course, students will have a deeper understanding of middle-grade literature as both a literary tradition and a living, creative form -- and will have produced original work of their own.
|
| 2916 |
FORG-280-01 |
College |
1.00 |
SEM |
Alcorn, John |
MWF: 10:00AM-10:50AM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 12 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
NOTE: 5 seats reserved for instructor use. |
| |
An interdisciplinary analysis of selective liberal-arts colleges and kindred universities. Topics include rankings, admissions, diversity, athletics, social life, governance, and payoff. The course has a seminar format. The seminar serves as an introductory case study in formal organizations. |
| 2903 |
LAAL-200-01 |
Action Research Methods Htfd |
1.00 |
LEC |
Atalay, Derin Ozlem |
M: 1:30PM-4:10PM |
TBA |
|
NUIP
|
|
| |
Enrollment limited to 24 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC, EDUC, HRST, PBPL, URST |
| |
What is the role of academic research in social change? How can students and community groups collaborate effectively to co-create, implement, and use research projects to solve social problems? In this course, students will study the theories and methods of interdisciplinary action research. Emphasizing ethical collaboration, students will learn research design strategies, methods, tools, and research tools in order to work with community partners to solve pressing problems. Students will learn to use a variety of statistical, geographic, and interview data to answer questions, make recommendations, and tell stories about the issues that are most relevant to Hartford. |
| 2832 |
PSYC-332-01 |
Psychological Assessment |
1.00 |
SEM |
Langwerden, Robbert |
TR: 9:25AM-10:40AM |
TBA |
Y |
WEB
|
|
| |
Enrollment limited to 16 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in PSYC 221L or (PSYC 220 & PSYC 222) and four other courses in Psychology. |
| |
NOTE: Request a PIN using this link: tinyurl.com/psycadvcourses |
| |
This seminar will cover psychological assessment; or measurement of psychological constructs. First, the seminar will approach psychological assessment conceptually (e.g., What is psychological assessment? What makes assessment reliable and valid? What makes assessment biased? How can we use and how should we best not use psychological assessment?). Second, the seminar will examine different methods of assessment (e.g., surveys, interviews, tests, observations) and how these can be applied. Finally, the seminar will look at psychological assessment in various application areas, including but not limited to clinical psychology, science, education, and industry. |
| 2135 |
SOCL-201-01 |
Resrch Meth in Soc Sci |
1.00 |
LEC |
Vickers, Mary Jane |
TR: 10:50AM-12:05PM |
TBA |
|
NUM
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Sociology 101 |
| |
An introduction to social sciences inquiry, stressing what is common as well as what is different in the techniques and procedures employed in the different disciplines. The course seeks to develop the student’s skill in designing original research and in evaluating the significance of already published research findings. Topics include: the interdependence of theory and research; ways of formulating research problems and hypotheses; the variety of research designs (introducing the ideas of statistical as well as experimental control); and an overview of the major procedures of instrument construction, measurement, data collection, sampling, and data analysis. Required laboratory sessions offer experience in each step of the research process. |
| 2941 |
THDN-272-01 |
Arts in Education |
1.25 |
SEM |
Pappas, Rebecca |
R: 1:30PM-4:10PM |
TBA |
|
ARTW
|
|
| |
Enrollment limited to 15 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC, WELL |
| |
This community learning course will expose students across disciplines to the ways arts are taught in classroom and studio environments. Using the Greater Hartford Academy for the Arts as our laboratory environment students will be exposed to how arts both enrich traditional instruction, and can promote empowerment and equity for a wide variety of pupils. |