Class
No. |
Course ID |
Title |
Credits |
Type |
Instructor(s) |
Days:Times |
Location |
Permission
Required |
Dist |
Qtr |
| 2043 |
EDUC-200-01 |
Analyzing Schools & Lab |
1.25 |
LEC |
Speciale, Teresa |
MW: 8:30AM-9:45AM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 29 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC |
| |
NOTE: 4 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. |
| 2398 |
EDUC-200-02 |
Analyzing Schools & Lab |
1.25 |
LEC |
Wong, Jia-Hui Stefanie |
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: 6 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. |
| 1279 |
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: Please only enroll in this lab section (EDUC 200-20) if you are also enrolled in EDUC 200-01 (MW 8:30-9:45). |
| |
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. |
| 2399 |
EDUC-200-21 |
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: Please only enroll in this lab section (EDUC 200-21) if you are also enrolled in EDUC 200-02 (TR 9:25-10:40). |
| |
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. |
| 2044 |
EDUC-300-01 |
Education Reform: Past&Present |
1.00 |
LEC |
Castillo, Elise |
TR: 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. |
| 2576 |
EDUC-309-01 |
Race Class & Educ Policy |
1.00 |
SEM |
Castillo, Elise |
TR: 10:50AM-12:05PM |
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. |
| 2627 |
EDUC-314-01 |
Human Rights and Education |
1.00 |
SEM |
Speciale, Teresa |
MW: 11:30AM-12:45PM |
TBA |
|
GLB5
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with HRST |
| |
Prerequisite: C- or better in Educational Studies 200 or HRST 125, or permission of instructor. |
| |
Since the end of the Second World War, education has emerged as simultaneously a right in and of itself, a crucial space that can either reproduce discriminatory practices or subvert and resist them, and a means through which knowledge of human rights can be promoted. But what do these developments in human rights and education mean in the everyday lives of formerly and currently colonized and oppressed peoples in the US and around the world? Who, if anyone, should have a right to education? If they have a right to education, do they have a right to a particular kind of education? Our course will explore these and other questions through readings, discussions, and a collaborative research project. |
| 1205 |
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. |
| 2661 |
EDUC-400-01 |
Senior Research Seminar |
1.00 |
SEM |
Castillo, Elise |
W: 1:30PM-4:10PM |
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. |
| 1187 |
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) |
| 2266 |
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. |
| 2966 |
PSYC-322-01 |
Perspectives Adolescent Health |
1.00 |
SEM |
Averna, Susan |
M: 1:30PM-4:10PM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 16 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Psychology 295. |
| |
Is there a mental health crisis among adolescents and young adults? If so, what societal, familial, and individual forces account for this decline? If not, what accounts for the popular interpretation? Students will consider the influence of societal changes -- rapid rise in screen and social media use, emphasis on academic achievement, movement from free play to organized adult driven play, and the role of the pandemic-- on physical, social, emotional, and cognitive development, and peer and family relationships. Students will consider how societal pressures may have altered developmental processes, potentially contributing to rising rates of anxiety, depression, ADHD, self-harm, and suicide among adolescents. Using multiple forms of inquiry, and applying developmental theory, and psychological, neuroscientific and epidemiological research, we will investigate the correlates to the apparent decline in adolescent mental and physical health. Through discussion of peer reviewed literature, case studies, observation, and interviews, students will compare and contrast popular opinion to evidence-based data trends and consider the validity of causal explanations. Students will identify and propose points of intervention and policy reform.
|
| 2773 |
PSYC-346-01 |
Intergroup Relations |
1.00 |
SEM |
Outten, Robert |
TR: 2:55PM-4:10PM |
TBA |
|
WEIP
|
|
| |
Enrollment limited to 16 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Psychology 226. |
| |
This course will provide students with a basic understanding of the psychological study of intergroup relations—how people of different groups relate to one another. The area of intergroup relations focuses on the psychological processes involved with how individuals perceive, judge, reason about, feel, and behave toward people in other groups. Social groups can take many forms, ranging from classic social groups (e.g., race, gender, age, ethnicity, religion, class, sexual orientation), not so classic social groups (e.g., weight, mental ability, physical ability, physical attractiveness) to minimal groups. We will examine some of the causes and consequences of intergroup inequality, and explore ways in which the psychological study of intergroup relations can inform attempts at social change. |
| 2218 |
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. |