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Course Schedule for EDUCATIONAL STUDIES - Spring 2015
Class
No.
Course ID Title Credits Type Instructor(s) Days:Times Location Permission
Required
Dist Qtr
2147 EDUC-200-01 Analyzing Schools 1.25 LEC Leventhal-Weiner,Rachel G. TR: 9:25AM-10:40AM TBA SOC  
  Enrollment limited to 32
  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.
2148 EDUC-200-20 Analyzing Schools 1.25 LAB Cotto,Robert TBA TBA SOC  
  Enrollment limited to 32
  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.
2266 EDUC-218-01 Special Education 1.00 SEM Mackey,Megan L. MW: 2:40PM-3:55PM TBA SOC  
  Enrollment limited to 7
  Prerequisite: C- or better in Educational Studies 200 or Psychology 295 or permission of instructor.
  How are children labeled (or mislabeled) as having learning and developmental disabilities, autism, or attention deficit disorder? How have definitions and diagnoses of learning disorders changed over time? How have standardized evaluations and assessments impacted those diagnoses? How does the law seek to ensure the accommodation of the needs of individuals with disabilities? Students will critically analyze research on psychology as it pertains to learners, examine special education case law and advocacy, and explore current issues in special education.
1412 EDUC-300-01 Education Reform: Past&Present 1.00 LEC Moore,Heather C. M: 6:30PM-9:10PM TBA HUM  
  Enrollment limited to 24
  Prerequisite: C- or better in EDUC200, or American Studies major or Public Policy and Law major.
  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.
1978 EDUC-307-01 Latinos in Ed: Local Realities 1.00 LEC Dyrness,Andrea W: 1:15PM-3:55PM TBA GLB5  
  Enrollment limited to 20
  Prerequisite: C- or better in Educational Studies 200 or International Studies, Language and Culture Studies, Hispanic Studies, or Anthropology major, or permission of instructor.
  NOTE: This course is not open to first-year students.
  This course investigates the education of Latinos, the largest and fastest growing minority group in the United States. By examining both the domestic and transnational contexts, we explore these central questions: How do cultural constructions of Latinos (as immigrants and natives, citizens and non-citizens) shape educational policy and teaching practices? What views of citizenship and identity underlie school programs such as bilingual education, as well as Latino responses to them? This course fulfills the related field requirement for Hispanic studies majors. It will also include a community learning component involving a qualitative research project in a Hartford school or community organization.
2144 EDUC-309-01 Race Class & Educ Policy 1.00 SEM Leventhal-Weiner,Rachel G. TR: 2:55PM-4:10PM TBA SOC  
  Enrollment limited to 24
  Prerequisite: C- or better in Educational Studies 200, or juniors / seniors with 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.
2145 EDUC-320-01 Anthropology & Education 1.00 SEM Dyrness,Andrea TR: 1:30PM-2:45PM TBA  
  Enrollment limited to 20
  Prerequisite: C- or better in Educational Studies 200 or Anthropology 101 (formerly 201), 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?
2179 EDUC-350-01 Teaching and Learning 1.00 SEM Cotto,Robert M: 1:15PM-3:55PM TBA SOC  
  Enrollment limited to 20
  Prerequisite: C- or better in Educational Studies 200, or juniors / seniors with permission of instructor.
  This seminar will explore theoretical, policy, and practical issues of teaching and learning. Who should teach in public schools, and what kind of preparation is necessary? What type of curriculum should be taught, and how do different interest groups shape that decision? How should we assess the quality of student learning? Finally, how do debates on all of these questions influence the nature of teachers’ work and classroom life? For the community learning component, students will design, teach, and evaluate curricular units in cooperation with neighborhood schools and after school programs.
1404 EDUC-399-01 Independent Study 1.00 - 2.00 IND TBA TBA TBA Y  
  Enrollment limited to 20
  Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment.
1357 EDUC-466-01 Teaching Assistant 0.50 - 1.00 IND TBA TBA TBA Y  
  Enrollment limited to 20
  Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment.
1416 ANTH-301-01 Ethnographic Methods & Writing 1.00 LEC Notar,Beth E. M: 1:15PM-3:55PM TBA SOC  
  Enrollment limited to 25
  Prerequisite: Anthropology major or permission of instructor.
  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.
1177 HISP-280-01 Hispanic Hartford 1.00 LEC Robyn,Ingrid M: 1:15PM-3:55PM TBA GLB2  
  Enrollment limited to 19
  Prerequisite: C- or better in Hispanic Studies 221 or 224, or permission of instructor.
  This course seeks to place Trinity students in active and informed dialogue with the Hartford region’s large and diverse set of Spanish-speaking communities. The course will help student recognize and analyze the distinct national histories (e.g. Peruvian, Puerto Rican, Chilean, Honduran, Cuban, Colombian, and Mexican) which have contributed to the Hispanic diaspora in the city and the entire northeastern region of the United States. Students will undertake field projects designed to look at the effects of transnational migration on urban culture, institution-building, and identity formation. (Also offered under the Latin American and Caribbean studies concentration of the International Studies Program.)
2265 HIST-299-01 Historiography 1.00 LEC Wickman,Thomas M. TR: 1:30PM-2:45PM TBA HUM  
  Enrollment limited to 15
  Prerequisite: This course is open only to History majors and minors.
  A study of the character and range of activities undertaken by historians. Students will critically evaluate the way in which historians treat evidence and draw conclusions. Topics considered will include an introduction of some of the subdisciplines within the field and an examination of a number of important exchanges on matters of substance and method currently under debate among historians.
2328 HIST-299-02 Historiography 1.00 LEC Euraque,Dario A. TR: 1:30PM-2:45PM TBA HUM  
  Enrollment limited to 15
  Prerequisite: This course is open only to History majors and minors.
  A study of the character and range of activities undertaken by historians. Students will critically evaluate the way in which historians treat evidence and draw conclusions. Topics considered will include an introduction of some of the subdisciplines within the field and an examination of a number of important exchanges on matters of substance and method currently under debate among historians.
1964 INTS-235-01 Youth Culture in the Muslim Wo 1.00 SEM Bauer,Janet L. TR: 1:30PM-2:45PM TBA GLB  
  Enrollment limited to 30
  Increasingly much of the Muslim world is young and with the expansion of media and cyberspace technologies, the circulation of globalized youth culture increasingly challenges taken-for-granted notions in local societies. This course examines the impact of youth and youth culture on personal, social, and political expression in a variety of Muslim communities around the world. We will examine intergenerational struggles over marriage, gender, and sexuality, the renegotiation of religion and morality, and the often 'revolutionary' disputes over conventional politics as conveyed through music, texts, fashion, personal memoirs, and cyberspace blogging.
2260 NESC-874-01 Minds and Brains 1.00 SEM Lloyd,Dan MW: 8:30AM-9:45AM TBA NAT  
  Enrollment limited to 25
  The neurosciences have made striking progress in recent years toward understanding the brains of animals and human beings. Through readings in philosophy and science we will consider what contribution this explosion of neuroscientific data can make to our understanding of the mind.
2197 PHIL-374-01 Minds and Brains 1.00 SEM Lloyd,Dan MW: 8:30AM-9:45AM TBA Y NAT  
  Enrollment limited to 24
  The neurosciences have made striking progress in recent years toward understanding the brains of animals and human beings. Through readings in philosophy and science we will consider what contribution this explosion of neuroscientific data can make to our understanding of the mind.
1173 PSYC-221-01 Research Design and Analysis 1.25 LEC Reuman,David A. MWF: 9:00AM-9:50AM TBA NUM  
  Enrollment limited to 36
  Prerequisite: C- or better in Psychology 101.
  An intensive study of the methods employed in understanding human and animal behavior as well as an introduction to the problems of psychological data evaluation. Some of the topics included will be the roles of observation, description, bias, hypotheses, theory, and non-reactive research. Consideration will also be given to descriptive techniques, including measures of central tendency, variability, and correlation. Problems will deal with hypothesis testing, group comparisons, frequency comparisons, and analysis of variance. Enrollment in lecture and each laboratory limited.
1174 PSYC-221-20 Research Design and Analysis 1.25 LAB Chapman,Barbara L. T: 1:30PM-4:10PM TBA NUM  
  Enrollment limited to 18
  Prerequisite: C- or better in Psychology 101.
  An intensive study of the methods employed in understanding human and animal behavior as well as an introduction to the problems of psychological data evaluation. Some of the topics included will be the roles of observation, description, bias, hypotheses, theory, and non-reactive research. Consideration will also be given to descriptive techniques, including measures of central tendency, variability, and correlation. Problems will deal with hypothesis testing, group comparisons, frequency comparisons, and analysis of variance. Enrollment in lecture and each laboratory limited.
1175 PSYC-221-21 Research Design and Analysis 1.25 LAB Chapman,Barbara L. W: 1:15PM-3:55PM TBA NUM  
  Enrollment limited to 18
  Prerequisite: C- or better in Psychology 101.
  An intensive study of the methods employed in understanding human and animal behavior as well as an introduction to the problems of psychological data evaluation. Some of the topics included will be the roles of observation, description, bias, hypotheses, theory, and non-reactive research. Consideration will also be given to descriptive techniques, including measures of central tendency, variability, and correlation. Problems will deal with hypothesis testing, group comparisons, frequency comparisons, and analysis of variance. Enrollment in lecture and each laboratory limited.
1992 PSYC-246-01 Community Psychology 1.00 LEC Holt,Laura J. MW: 1:15PM-2:30PM TBA  
  Enrollment limited to 25
  This course is not open to first-year students.
  In this course we will explore the major theories and principles of community psychology, a branch of psychology that explores how societal, cultural, and environmental factors impact people's psychological well-being. Topics will include community-based prevention of psychological disorders, health promotion, citizen participation and empowerment, the value of diversity, and the role of social support in buffering stress. We will also examine the goals and methods of community research, with an emphasis on the development, implementation, and evaluation of community-based programs. Given our proximity to numerous vibrant organizations in Hartford, this course requires that students participate in a community learning activity so that they may gain first-hand experience with community collaboration and put their classroom learning into practice. Enrollment limited.
1996 PSYC-332-01 Psychological Assessment 1.25 SEM Reuman,David A. WF: 1:15PM-2:30PM TBA WEB  
  Enrollment limited to 20
  Prerequisite: C- or better in Psychology 221L and four other courses in Psychology.
  The course examines the methods used to assess differences among individuals in personality characteristics, intellectual qualities, and overt behavior. Topics to be discussed include interviewing, intelligence and achievement testing, projective techniques, objective test construction, and behavioral observation.
1997 PSYC-332-20 Psychological Assessment 1.25 LAB Reuman,David A. M: 1:15PM-3:55PM TBA WEB  
  Enrollment limited to 20
  Prerequisite: C- or better in Psychology 221L and four other courses in Psychology.
  The course examines the methods used to assess differences among individuals in personality characteristics, intellectual qualities, and overt behavior. Topics to be discussed include interviewing, intelligence and achievement testing, projective techniques, objective test construction, and behavioral observation.
1122 SOCL-201-01 Resrch Meth in Soc Sci 1.25 LEC Tiamzon,Trisha J. MW: 8:30AM-9:45AM TBA NUM  
  Enrollment limited to 25
  Prerequisite: C- or better in Sociology 210 or Mathematics 107, Mathematics 207, or permission of instructor.
  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.
1123 SOCL-201-20 Resrch Meth in Soc Sci 1.25 LAB Tiamzon,Trisha J. R: 10:50AM-12:05PM TBA NUM  
  Enrollment limited to 13
  Prerequisite: C- or better in Sociology 210 or Mathematics 107, Mathematics 207, or permission of instructor.
  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.
2274 SOCL-201-21 Resrch Meth in Soc Sci 1.25 LAB Tiamzon,Trisha J. R: 1:30PM-2:45PM TBA NUM  
  Enrollment limited to 13
  Prerequisite: C- or better in Sociology 210 or Mathematics 107, Mathematics 207, or permission of instructor.
  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.
1137 THDN-332-01 Education Through Movement 1.00 LEC Gersten,Kathy B. W: 1:00PM-3:40PM TBA ART  
  Enrollment limited to 20
  NOTE: Priority will be given to the Theater and Dance and Educational Studies majors.
  NOTE: This course will have a weekly Community Learning Component.
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2224 THDN-332-20 Education Through Movement 1.00 LAB Gersten,Kathy B. M: 9:00AM-10:00AM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2232 THDN-332-21 Education Through Movement 1.00 LAB Gersten,Kathy B. M: 10:00AM-11:00AM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2233 THDN-332-22 Education Through Movement 1.00 LAB Gersten,Kathy B. M: 1:20PM-2:20PM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2234 THDN-332-23 Education Through Movement 1.00 LAB Gersten,Kathy B. T: 10:30AM-11:30AM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2235 THDN-332-24 Education Through Movement 1.00 LAB Gersten,Kathy B. T: 1:30PM-2:30PM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2236 THDN-332-25 Education Through Movement 1.00 LAB Gersten,Kathy B. W: 9:00AM-9:55AM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2238 THDN-332-27 Education Through Movement 1.00 LAB Gersten,Kathy B. R: 10:00AM-10:55AM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2239 THDN-332-28 Education Through Movement 1.00 LAB Gersten,Kathy B. F: 1:30PM-2:30PM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.
2252 THDN-332-29 Education Through Movement 1.00 LAB Gersten,Kathy B. F: 1:40PM-2:40PM TBA ART  
  Enrollment limited to 2
  In this course, students will examine the philosophical and theoretical foundations of arts education in general and movement education in particular. Students will participate in a semester-long movement/arts residency program in a Hartford elementary school with professional artists from the community. This project, which culminates in a large-scale performance piece with the children, gives students an on-site experience of how movement is integrated into an existing public school curriculum. Also listed under educational studies.