Class
No. |
Course ID |
Title |
Credits |
Type |
Instructor(s) |
Days:Times |
Location |
Permission
Required |
Dist |
Qtr |
| 2178 |
EDUC-200-01 |
Analyzing Schools & Lab |
1.25 |
LEC |
Jones, Britney |
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. |
| |
NOTE: Please enroll in lab section EDUC 200-20 with EDUC 200-01. |
| |
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. |
| 3122 |
EDUC-200-02 |
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: 8 seats reserved for first year students. |
| |
NOTE: Please enroll in lab section EDUC 200-21 with EDUC 200-02. |
| |
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. |
| 1645 |
EDUC-200-20 |
Analyzing Schools & Lab |
1.25 |
LAB |
Dougherty, Jack |
TBA |
TBA |
|
SOC
|
|
| |
Enrollment limited to 29 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
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. |
| |
NOTE: This is the placement section for the EDUC 200 lecture. |
| |
NOTE: Please only enroll in this lab section if you are also enrolling in EDUC 200-01 (TR 9:25-10:40). |
| |
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. |
| 3123 |
EDUC-200-21 |
Analyzing Schools & Lab |
1.25 |
LAB |
Dougherty, Jack |
TBA |
TBA |
|
SOC
|
|
| |
Enrollment limited to 29 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC |
| |
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. |
| |
NOTE: This is the placement section for the EDUC 200 lecture. |
| |
NOTE: Please only enroll in this lab section if you are also enrolling in EDUC 200-02 (MW 8:30-9:45). |
| |
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. |
| 2401 |
EDUC-206-01 |
Data Visualization for All |
1.00 |
SEM |
Dougherty, Jack |
MW: 11:30AM-12:45PM |
TBA |
|
NUM
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC, PBPL, RHET, URST |
| |
How can charts and maps tell meaningful stories? How can they mislead us from the truth? In this introductory hands-on course, we will create data visualizations in order to better understand design principles and develop a critical analysis of the field. Students will learn skills in both quantitative reasoning and digital storytelling as we advance from beginner tools to editing code templates. For the community learning component, our class will build interactive charts and maps on a public policy issue with a Hartford-area partner organization. No coding experience is necessary, but curiosity is required. |
| 3350 |
EDUC-313-01 |
Language, Power, and Education |
1.00 |
SEM |
Speciale, Teresa |
MW: 1:30PM-2:45PM |
TBA |
|
GLB
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Prerequisite: C- or better in Educational Studies 200 or permission of instructor. |
| |
This course explores the complexities of language use and policy in formal schooling and interrogates the role of education as a site of both linguistic oppression and assimilation as well as linguistic revitalization and diversity Drawing on research, theory, and practice from a variety of disciplines, such as anthropology, sociolinguistics, language policy and planning, and applied linguistics, we will explore issues such as language ideologies, language and identity, raciolinguistics, and educational language policies (e.g. bilingual education policies). We will also examine specific cases at the global, regional, country, and district level to better understand how micro level language use, ideologies, and policies are linked to larger macro structures such as white supremacy, capitalism, and coloniality. |
| 3306 |
EDUC-319-01 |
Gender, Sexuality, & Education |
1.00 |
SEM |
Evans, Khrysta |
TR: 1:30PM-2:45PM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with WMGS |
| |
C- or better in EDUC 200 or WMGS 201, or permission of instructor. |
| |
The course explores how gender and sexuality are conceptualized, practiced, protected, and policed in K-12 schools in the United States, with some attention to international and out-of-school contexts. While typically, we think about gender, sexuality, race, and class as standalone identities, in this class we will examine how they intersect and shape the experiences of youth. The course will start with a theoretical section focused on how gender and sexuality have been constructed in the United States. Students will develop an intersectional approach to understanding different educational experiences. The remaining sections will focus on contemporary literature that centers educational research, policies, and practices. Through this course students will explore how different educational environments and experiences differently socialize students. |
| 1505 |
EDUC-399-01 |
Independent Study |
1.00 - 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. |
| 2179 |
EDUC-400-01 |
Senior Research Seminar |
1.00 |
SEM |
Jones, Britney |
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. |
| 1506 |
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) |
| 3136 |
AMST-357-01 |
Race and Urban Space |
1.00 |
LEC |
Baldwin, Davarian |
TR: 10:50AM-12:05PM |
TBA |
|
HUM
|
|
| |
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). |
| 3215 |
ANTH-301-01 |
Ethnographic Methods & Writing |
1.00 |
SEM |
Landry, Timothy |
M: 1:30PM-4:10PM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Seats Reserved for Anthropology majors. |
| |
This course will acquaint students with a range of research methods commonly used by anthropologists, and with the types of questions and designs that justify their use. It will describe a subset of methods (individual and group interviewing, and observation) in more detail, and give students practice in their use, analysis, and presentation. Through accompanying readings, the course will expose students to the controversies surrounding the practice of ethnography and the presentation of ethnographic authority. Students will conduct group field research projects during the course, and will develop and write up research proposals for projects they themselves could carry out in a summer or semester. It is recommended that students have already taken an anthropology course. |
| 2807 |
PBPL-220-02 |
Research and Evaluation |
1.00 |
SEM |
Moskowitz, Rachel |
TR: 9:25AM-10:40AM |
TBA |
|
NUM
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Public Policy and Law 201, Juniors and Seniors must be PBPL majors, or permission of instructor. |
| |
NOTE: 12 seats reserved for PBPL majors |
| |
Which policy interventions actually work and which fail to meet their goals? Answering this question is essential to improving public and non-profit services and securing further funding for worthwhile projects. This course aims to give students the ability to comprehend policy research and evaluation, as well as the tools to design and conduct basic qualitative and quantitative analysis. Students will apply these practical skills in assignments that ask them to design evaluations or analyze data to assess the effectiveness of policies. Topics will include data analysis using statistical software, but no previous programming experience is necessary.
NOTE: Students may not earn credit for PBPL 220 and POLS 242. |
| 2594 |
PSYC-255-01 |
Cognitive Psychology |
1.00 |
LEC |
Holland, Alisha |
MW: 1:30PM-2:45PM |
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.
16 seats reserved for sophomores. |
| |
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. |
| 3315 |
PSYC-332-01 |
Psychological Assessment |
1.00 |
SEM |
Langwerden, Robbert |
TR: 1:30PM-2:45PM |
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 221L and four other courses in Psychology. |
| |
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. |
| 3246 |
PSYC-384-01 |
Cultural Psychology |
1.00 |
SEM |
Outten, Robert |
WF: 8:30AM-9:45AM |
TBA |
|
GLB
|
|
| |
Enrollment limited to 16 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Psychology 226. |
| |
Cultural psychology focuses on how sociocultural contexts and cultural practices affect and reflect the human psyche. Our understanding of cultural influences on psychological processes related to topics like the self, emotion, relationships, perception, multicultural issues, and health, will be informed by theoretical and empirical research. We will explore various cultural contexts, including Latino, Asian, African, European, and North American cultures. We will examine major issues in cultural psychology, including the methodological challenges that researchers face when trying to bring a cultural level of analysis to psychological processes. This course completes the Writing 2 requirement. |
| 3342 |
SOCL-312-01 |
Social Class & Mobility |
1.00 |
LEC |
Couloute, Lucius |
TR: 10:50AM-12:05PM |
TBA |
|
SOC
|
|
| |
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. |
| 3137 |
URST-357-01 |
Race and Urban Space |
1.00 |
LEC |
Baldwin, Davarian |
TR: 10:50AM-12:05PM |
TBA |
|
HUM
|
|
| |
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). |