Educ 216 Education and Technology
Schools and colleges have invested billions of dollars in
computer technology, but how do we evaluate its
effectiveness and hidden costs? Who designs technology
and how does it reflect their values and beliefs? Who has
access to computers and how are they actually used in our
society? Students will explore these questions,
critically evaluate software products, and engage in
community learning placements to research how technology
has shaped the context of schooling.
Fall
2002 syllabus (PDF file) with Professor Barbara Henriques
Educ 308: Cities, Suburbs, and
Schools
How did city dwellers' dreams of better schooling, along
with public policy decisions in housing and
transportation, contribute to the rise of suburbia in the
twentieth century? How do city-suburban disparities
affect teaching and learning in classrooms today? What
promise do Sheff v O'Neill remedies for racial
isolation, such as magnet schools at the Learning
Corridor, hold for the future? Students will investigate
these questions while developing their skills in oral
history, ethnographic fieldwork, and geographical
information system (GIS) software. Community learning
experiences will be integrated with seminar readings and
research projects. Prerequisite: Ed 200 or Psyc 225 or
the Cities Program or permission of instructor.
Enrollment limited.
Fall 2002 syllabus
(PDF file)
with Professor Jack Dougherty
Educ 317 Alternative Education
This course examines alternatives to mainstream
education, such as charter and magnet schools, Montessori
programs, home-schooling, and for-profit enterprises.
What historical and political factors led to the rise of
the alternative movement? What social and cognitive
issues do they raise about quality teaching and learning?
What effects have these alternative models had on the
broader educational system? The course will include a
community learning component to offer students first-hand
knowledge about Hartford-area alternative models and how
they are implemented. Prerequisites: Ed 200 or permission
of instructor. Enrollment limited.
Fall 2001 syllabus with Professor
Barbara Henriques
Educ 322: Comparative
Education -- Japan and the United States
How have social and political factors shaped schooling in Japan and
the United States, particularly as economic competition between the two nations
has increased in recent decades? In turn, how do Japanese and U.S. schools
express their vision of what it means to be an educated citizen? Students will
critically examine how racial, class, and gender discrimination have influenced
educational policies and practices in both nations, as well as the extent and
efficacy of school reform efforts addressing diversity and globalization.
Prerequisite: a prior course in Educational Studies or International Studies, or
permission of the instructor.
to be offered in Fall 2004 with Instructor Eugenie Kang
Educ 350 Curriculum: Theory,
Policy, and Practice
What should be taught in schools and who has the right to
make that decision? How do different theories of learning
shape curriculum policy and development? How might the
trend toward national curriculum standards influence
classroom instruction and assessment? What role do
interest groups play in shaping curriculum at the local,
state, national, and international levels? For the
community learning component, students will design,
teach, and evaluate curriculum modules in cooperation
with neighborhood afterschool programs. Prerequisite: Ed
200 or permission of instructor. Enrollment limited.
Spring 2002 syllabus with Professor
Barbara Henriques
Educ 497 Senior Thesis
Open to senior
majors in spring semester, who have received B+ or better
in Ed 400, as a continuation of their independent
research projects. By arrangement with professor.
First-Year Seminar - Learning: The
Human Experience with Professor Barbara
Henriques
How do we learn, how do we facilitate/hinder learning,
and how can we use learning to enhance our development as
individuals and as a society? These questions, along with
questions students bring to the course, will create the
central focus of this first-year seminar. Using a variety
of materials and resources we will explore a variety of
issues related to learning. Issues will include:
education and development, ways of knowing, human
adaptation, genetics and the environment, culture,
perception, the complex mind, choice and responsibility,
symbolization and meaning, the self and liberation from
the self, creativity, and social institutions. The
seminar will discuss issues of equity as they relate to
opportunities for learning, humans as agents of social
change and humans and the future of learning in our
society. Readings, films, interviews and field trips will
provide the material for our discussions. The seminar
experience will emphasize the development of analytical
reading, thinking and writing skills in an effort to
nurture and construct an engaging learning environment
for both the individuals in the section and the section
as a whole. Fall 2001 syllabus
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Last updated August 10, 2004