Class
No. |
Course ID |
Title |
Credits |
Type |
Instructor(s) |
Days:Times |
Location |
Permission
Required |
Dist |
Qtr |
| 2576 |
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. |
| 2577 |
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. |
| 3345 |
EDUC-316-01 |
Educ&Soc Change Across Globe |
1.00 |
SEM |
Speciale, Teresa |
TR: 10:50AM-12:05PM |
TBA |
|
GLB5
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with ANTH, GLBLSTDS, INTS |
| |
Prerequisite: C- or better in a prior Educational Studies or International Studies Course. |
| |
Through a comparative framework, this course examines the relationship between education and social change in various regions of the world. How do governments use schooling to produce certain kinds of citizens, and how do grassroots movements use education to resist these agendas? What role does education play in promoting democracy versus social and economic inequality? Students will conduct independent research on education in a country of their choice to contribute to the comparative framework. |
| 3175 |
EDUC-320-01 |
Anthropology & Education |
1.00 |
SEM |
Wong, Jia-Hui Stefanie |
MW: 10:00AM-11:15AM |
TBA |
|
SOIP
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with ANTH |
| |
Prerequisite: C- or better in Educational Studies 200 or Anthropology 101 or permission of instructor. |
| |
The anthropology of education has a rich history of investigating the links between culture, learning, and schooling. Anthropologists studying education have sought to illuminate learning and educational achievement as social processes and cultural products that cannot be understood apart from the socio-cultural contexts in which they occur. In this upper-level seminar, we will explore selected works in the anthropology of education, both classic and contemporary, in order to understand the unique contributions anthropology makes to the study of education, and in particular, the experience of minority groups in education. We will explore topics such as race, gender, and language in education and how they have been addressed by anthropologists. Students will have an opportunity to read critically a variety of detailed ethnographic and qualitative studies focusing on formal schooling and informal education in the United States and in other countries. Reviewing these studies, we will explore the central questions: What is a cultural analysis of schooling? What unique insights does ethnography (anthropology's signature method) offer into key educational problems? And finally, how can a cultural analysis of schooling inform efforts to create a more socially just educational system? |
| 1481 |
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. |
| 2055 |
EDUC-400-01 |
Senior Research Seminar |
1.00 |
SEM |
Speciale, Teresa |
TR: 1:30PM-2:45PM |
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. |
| 1482 |
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) |
| 2580 |
AMST-357-01 |
Race and Urban Space |
1.00 |
LEC |
Baldwin, Davarian |
TR: 10:50AM-12:05PM |
TBA |
|
HUIP
|
|
| |
Enrollment limited to 25 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
Cross-listing: URST-357-01 |
| |
Scholars and now even the larger public have conceded that race is a social construct. However, many are just beginning to fully explore how the specific dimensions and use of space is mediated by the politics of racial difference and racial identification. Therefore, this course seeks to explore how racism and race relations shape urban spatial relations, city politics, and the built environment and how the historical development of cities has shaped racial identity as lived experience. Covering the 20th century, the course examines three critical junctures: Ghettoization (1890s-1940s); Metropolitan Formation (1940s-1990s); and Neo-Liberal Gentrification (present). |
| 2304 |
PSYC-255-01 |
Cognitive Psychology |
1.00 |
LEC |
Holland, Alisha |
MW: 2:55PM-4:10PM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 30 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC, NESC |
| |
Prerequisite: C- or better in Psychology 101. |
| |
NOTE: 3 seats reserved for senior PSYC majors.
11 seats reserved for junior PSYC majors.
13 seats reserved for sophomores.
3 instructor seats. |
| |
The study of knowledge and how people use it, for example, in recall and recognition, controlling attention and dealing with distractions, solving real-world problems, and spoken or written communication. We will emphasize how each piece of our mental abilities fits together with other skills such as perception and language, along with the ways in which our minds and thoughts can diverge from what we subjectively experience of them. |
| 3231 |
PSYC-391-01 |
Psychology of Language |
1.00 |
SEM |
Casserly, Elizabeth |
MW: 2:55PM-4:10PM |
TBA |
|
WEB
|
|
| |
Enrollment limited to 16 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Psychology 255 |
| |
A survey of the questions asked by researchers working in different areas of psycholinguistics and the methods used to address those questions. We will cover a wide range of issues, from motor control in speech production to online sentence parsing to typical and atypical language acquisition. Focus will be on analytic discussions of readings from textbooks, scholarly reviews, and original research reports. Perspectives from neuroscience, linguistics, and psychology will be considered. |
| 2650 |
SOCL-312-01 |
Social Class & Mobility |
1.00 |
LEC |
Couloute, Lucius |
MW: 2:55PM-4:10PM |
TBA |
|
SOIP
|
|
| |
Enrollment limited to 15 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Sociology 101 |
| |
This course is an introduction to the theory and research on stratification and mobility in modern societies. Every society distributes resources unequally. This distribution affects not only economic outcomes such as wages, profits, and material well being, but also social and political outcomes such as protest, voting behavior, and self-esteem. This course will explore why this occurs, the types of inequalities that exist, and the consequences of inequality for the distribution of power and for democratic processes in American society. Specific topics include class, occupational, race and gender inequalities, and the social, psychological, and cultural consequences of inequality. |
| 2581 |
URST-357-01 |
Race and Urban Space |
1.00 |
LEC |
Baldwin, Davarian |
TR: 10:50AM-12:05PM |
TBA |
|
HUIP
|
|
| |
Enrollment limited to 25 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
Cross-listing: AMST-357-01 |
| |
Scholars and now even the larger public have conceded that race is a social construct. However, many are just beginning to fully explore how the specific dimensions and use of space is mediated by the politics of racial difference and racial identification. Therefore, this course seeks to explore how racism and race relations shape urban spatial relations, city politics, and the built environment and how the historical development of cities has shaped racial identity as lived experience. Covering the 20th century, the course examines three critical junctures: Ghettoization (1890s-1940s); Metropolitan Formation (1940s-1990s); and Neo-Liberal Gentrification (present). |