Class
No. |
Course ID |
Title |
Credits |
Type |
Instructor(s) |
Days:Times |
Location |
Permission
Required |
Dist |
Qtr |
| 2071 |
EDUC-200-01 |
Analyzing Schools & Lab |
1.25 |
LEC |
Lockart, Rachel |
TR: 9:25AM-10:40AM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 18 |
Waitlist available: N |
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. |
| 2738 |
EDUC-200-02 |
Analyzing Schools & Lab |
1.25 |
LEC |
Speciale, Teresa |
MW: 8:30AM-9:45AM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 18 |
Waitlist available: N |
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. |
| 1287 |
EDUC-200-20 |
Analyzing Schools & Lab |
1.25 |
LAB |
Wong, Jia-Hui Stefanie |
TBA |
TBA |
|
SOC
|
|
| |
Enrollment limited to 18 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC |
| |
NOTE: Concurrent enrollment in EDUC 200 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. |
| 2739 |
EDUC-200-21 |
Analyzing Schools & Lab |
1.25 |
LAB |
Wong, Jia-Hui Stefanie |
TBA |
TBA |
|
SOC
|
|
| |
Enrollment limited to 18 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC |
| |
NOTE: Concurrent enrollment in EDUC 200 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. |
| 2072 |
EDUC-300-01 |
Education Reform: Past&Present |
1.00 |
LEC |
Lockart, Rachel |
TR: 1:30PM-2:45PM |
TBA |
|
HUM
|
|
| |
Enrollment limited to 24 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
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. |
| 2320 |
EDUC-305-01 |
Immigrants & Education |
1.00 |
SEM |
Wong, Jia-Hui Stefanie |
MW: 10:00AM-11:15AM |
TBA |
|
SOGI
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
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 in comparative perspective, 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 in several countries in Europe, including France, Spain, the U.K., and Denmark. The course will include a community learning component in which students will conduct interviews with immigrants who have been involved in U.S. education institutions. |
| 2979 |
EDUC-309-01 |
Race Class & Educ Policy |
1.00 |
SEM |
Lockart, Rachel |
W: 1:30PM-4:10PM |
TBA |
|
SOIP
|
|
| |
Enrollment limited to 19 |
Waitlist available: N |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with CLIC, PBPL, WMGS |
| |
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. |
| 3031 |
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: N |
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. |
| 1211 |
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. |
| 1191 |
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) |
| 2509 |
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. |
| 2624 |
PBPL-323-01 |
The Legal History of Race Rela |
1.00 |
SEM |
Cancelled
|
|
SOIP
|
|
| |
Enrollment limited to 15 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Public Policy and Law 123, 201, 202 or permission of instructor. |
| |
This course will examine the interaction between the American social and legal systems in the treatment of race relations. The seminar will analyze major Supreme Court cases on equal rights and race relations with an emphasis on the historical and social contexts in which the decisions were rendered. The Socratic method will be used for many of the classes, placing importance on classroom discussion among the students and the lecturer. The goals of the course are to expose the students to the basis of the legal system and the development of civil rights legislations sharpen legal and critical analysis, improve oral expression, and develop a concise and persuasive writing style. |
| 2862 |
PBPL-354-01 |
Politics of Education Policy |
1.00 |
SEM |
Moskowitz, Rachel |
TR: 10:50AM-12:05PM |
TBA |
|
SOC
|
|
| |
Enrollment limited to 19 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC |
| |
Prerequisite: C- or better in Public Policy 201, or EDUC major, or permission of instructor. |
| |
How do politics shape the development of education policy-making at all levels of government in the United States? What roles do the public, interest groups, community groups, and elected officials play in the creation of education policy? These questions will guide this course as we examine the highly political environment of education policy and the simultaneously diffuse nature of power. We will begin by studying the history and federalist structure of education in the United States. We will then explore the influence of politics on some longstanding education policy debates. These issues will guide our inquiries as we turn to an exploration of the modern era and consider some of the major policy debates of today. |
| 2365 |
PSYC-315-01 |
Development and Culture |
1.00 |
SEM |
Anselmi, Dina |
TR: 10:50AM-12:05PM |
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 or 295 |
| |
This seminar will look at current issues in developmental and social psychology including attachment, emotions, cognition, personality, biculturalism, gender, language, socialization and psychopathology from the perspective of cultural psychology. We will focus on the role culture, along with biology play in the outcome of development, as well as influencing our definitions of the process of development. Questions we will address include: How do we define the process of development? Can we integrate development, culture and biology into a coherent model of development? Are there cultural universals? Are current psychological models and methods sufficient to account for the role of culture in development? |
| 2391 |
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. |
| 2447 |
THDN-345-01 |
Theater for Social Change |
1.00 |
STU |
Simmons Jr, Godfrey |
MW: 10:00AM-12:00PM |
TBA |
Y |
ARIP
|
|
| |
Enrollment limited to 14 |
Waitlist available: Y |
Mode of Instruction: In Person |
|
| |
Also cross-referenced with EDUC, HRST |
| |
NOTE: Seat reservations: 4 seniors, 4 juniors, 4 sophomores, 2 first years. |
| |
The course introduces documentary-based ensemble theatre making and performance as a mode of participatory action research for initiating social change. During the semester students will engage in the process of making and performing an original work of theatre that investigates real circumstances, examines existing perceptions, identifies critical issues, and generates a public forum for social dialogue. The course work will focus on techniques based on the work of Augusto Boal and other methodologies. It will include individual research to explore ethical questions and diverse perspectives regarding freedoms and limitations of academic and personal expression in the context of maintaining responsibility and well-being within a multicultural society. |