Associate Professor Dougherty, Director; Associate Professor Dyrness; Visiting Lecturer Leventhal-Weiner
The interdisciplinary major enables students to integrate knowledge and research methods from several academic disciplines into a focused examination of the field of education. It provides opportunities for students to analyze the learning process, the organization of schooling, its links to broader contexts, and the potential for change. The interdisciplinary major is not a teacher certification program. Rather, it is designed for students who seek a richer understanding of education grounded in the liberal arts, whether they aspire to become educators, researchers, or policymakers, or simply in their role as informed citizens.
In addition to core courses taught by educational studies faculty, the major draws upon selected offerings by participating departments and programs, such as psychology, sociology, anthropology, philosophy, political science, and theater and dance. Students also learn through field experiences offered in cooperation with Hartford-area schools, educational centers, and campus-community initiatives such as the Learning Corridor.
Participating faculty include:
The educational studies major—Students must earn five credits in the core, four credits in a thematic concentration, and three other electives for a total of 12 credits counted toward the major.
Core sequence:
Concentration—A student-designed thematic concentration of four courses, at least three of which must be at the 300 level or above. Previous students have designed concentrations in numerous areas (such as learning, cognition, and development; urban education; gender and schooling; sociology of education; international education). A written proposal, which delineates the links between courses in the concentration and the student’s evolving interests, must be planned in consultation with the director and submitted upon declaration of the major.
Eligible courses for the concentration include:
Other electives—Three other electives, either in educational studies or approved cross-listed courses, but not necessarily linked to the student’s concentration.At least three departments or programs (i.e., educational studies and two others) must be represented in the total number of credits. No more than six courses may be drawn from any one department or program outside of educational studies. Only courses in which the student earns a grade of at least C- may be counted toward the major.
Double major—Students considering a double major (such as psychology and educational studies, or sociology and educational studies) are encouraged to plan their schedules early in consultation with their advisers. Selected courses for an educational studies major may also be applied toward fulfillment of the student’s other major, if listed or approved by both departments or programs.
Honors—Students must complete a senior research project with a grade A- or better, and earn a GPA of at least 3.50 in core courses in the major.
Teacher preparation—Students who desire to teach should consult with educational studies faculty about the various routes available to them, including the consortial teacher preparation program at St. Joseph College in West Hartford, as well as alternate route certification programs, graduate school programs, and independent school teaching opportunities. For more information, see the “Pathways to Teaching” section of the educational studies Web site.
Fall Term
200. Analyzing Schools— 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.This course has a community learning component. (1.25 course credits) (Enrollment limited)-Dougherty, Leventhal-Weiner
[300. Education Reform: Past and Present]— 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. Prerequisite: C- or Better in EDUC200 or American Studies Major or Public Policy and Law Major.
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 20th 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.This course has a community learning component. Prerequisite: C- or better in Educational Studies 200 or participation in The Cities Program or Permission of Instructor. (Enrollment limited)-Dougherty
316. Education and Social Change Across the Globe— Through a comparative framework, this course examines the relationship between education and social change in various regions of the world. How do governments use schooling to produce certain kinds of citizens, and how do grassroots movements use education to resist these agendas? What role does education play in promoting democracy versus social and economic inequality? Students will conduct independent research on education in a country of their choice to contribute to the comparative framework. Prerequisite: a passing grade in a prior Educational Studies or International Studies Course. (Enrollment limited)-Dyrness
[320. Anthropology and Education]— 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? Prerequisite: A C- or better in Education 200 or Anthropology 201or permission of the instructor. (Enrollment limited)
399. Independent Study— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (1-2 course credits) -Staff
400. Senior Research Seminar— 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. This seminar open to senior Educational Studies majors only. (Enrollment limited)-Dyrness
466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (0.5-1 course credit) -Staff
Courses Originating in Other Departments
[American Studies 355. Urban Mosaic: Migration, Identity, and Politics]— View course description in department listing on p. 241.
American Studies 357. Race and Urban Space— View course description in department listing on p. 241. -Baldwin
[Anthropology 301. Ethnographic Methods and Writing]— View course description in department listing on p. 268.
Economics 318. Basic Econometrics— View course description in department listing on p. 362. Prerequisite: C- or better in Economics 101 and Mathematics 107 (207 beginning with the class of 2015). (1.25 course credits)-Zannoni
History 299. Historiography— View course description in department listing on p. 522. This course open to History majors only. -Elukin
[International Studies 218. Women, Gender, and Family in the Middle East]— View course description in department listing on p. 570.
[International Studies 234. Gender and Education]— View course description in department listing on p. 570.
International Studies 311. Global Feminism— View course description in department listing on p. 572. -Bauer
Public Policy & Law 323. The Legal History of Race Relations— View course description in department listing on p. 780. Prerequisite: C- or better in Public Policy 113 or Public Policy 201 or Permission of Instructor. -Fulco, Stevens
Political Science 241. Empirical Political Methods and Data Analysis— View course description in department listing on p. 744. -Barry
[Political Science 326. Women and Politics]— View course description in department listing on p. 746. Prerequisite: C- or better in Political Science 102 or permission of instructor.
Psychology 221. Research Design and Analysis— View course description in department listing on p. 763. Prerequisite: C- or better in Psychology 101. (1.25 course credits)-Chapman, Reuman
Psychology 295. Child Development— View course description in department listing on p. 765. Prerequisite: C- or better in Psychology 101. -Anselmi
Psychology 295L. Child Development Laboratory— View course description in department listing on p. 765. Prerequisite: C- or better in Psychology 101. (0.25 course credit)-Anselmi
Sociology 214. Racism— View course description in department listing on p. 811. -Williams
[Sociology 312. Social Class and Mobility]— View course description in department listing on p. 812. Prerequisite: Prior Sociology course or permission of the instructor. Course not open to first-year students.
[Sociology 351. Society, State, and Power]— View course description in department listing on p. 812. Prerequisite: Prior Sociology course or permission of the instructor. Course not open to first-year students.
Spring Term
200. Analyzing Schools— 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.This course has a community learning component. (1.25 course credits) (Enrollment limited)-Dyrness
300. Education Reform: Past and Present— 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. Prerequisite: C- or Better in EDUC200 or American Studies Major or Public Policy and Law Major. (Enrollment limited)-Dougherty
303. Becoming Citizens: Youth Identity and Civic Action— How do young people from diverse social backgrounds develop a sense of themselves and their responsibility to others? How and why do some become committed to work for social change, while others do not? Do high school and college campuses provide supportive contexts for young people’s civic identity and development? Drawing on a body of qualitative research and the Trinity College context, this course will investigate these questions, with the goal of understanding how citizenship is defined, developed and contested by youth and schools in dialogue with larger social forces. We will explore such areas as youth activism, service-learning, immigration status, policies, and immigrant activism, political identity and participation. Students will engage in an ethnographic research project that explores these questions on the Trinity campus. Prerequisite: A C- or better in Education 200 or Anthropology 201or permission of the instructor. (Enrollment limited)-Dyrness
[307. Latinos in Education: Local Realities, Transnational Perspectives]— 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.This course has a community learning component. Prerequisite: EDUC200 or INTS/LACS majors or Hispanic Studies majors or Anthropology majors or Permission of Instructor. (Enrollment limited)
[309. Race, Class, and Educational Policy]— 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.This course has a community learning component. Prerequisite: Educational Studies 200 or juniors / seniors with permission of instructor. (Enrollment limited)
315. Higher Education in America— America has developed one of the largest and most diverse systems of higher education in the world, with curricula that range from the study of Greek, Latin, and antiquity to the decorating of cakes. Despite this diffuseness, American higher education enjoys an enviable global reputation and each year the number of students from around the world applying to colleges and universities in the United States far surpasses the number of American students seeking to matriculate abroad. This course will examine the forces that shaped the development of American higher education from its origins to the present, and then focus on several salient issues (such as diversity, student misbehavior, academic freedom, and athletics) that vex and enrich modern institutions. Students will be required to conduct a field research project that analyzes a current issue and compares how two or more institutions have reacted. Prerequisite: Educational Studies 200 or juniors / seniors with permission of instructor. (Enrollment limited)-Leventhal-Weiner
[320. Anthropology and Education]— 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? Prerequisite: A C- or better in Education 200 or Anthropology 201or permission of the instructor. (Enrollment limited)
399. Independent Study— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (1-2 course credits) -Staff
[400. Senior Research Seminar]— 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. This seminar open to senior Educational Studies majors only. (Enrollment limited)
466. Teaching Assistantship— Submission of the special registration form, available in the Registrar’s Office, and the approval of the instructor and director are required for enrollment. (0.5-1 course credit) -Staff
Courses Originating in Other Departments
American Studies 355. Urban Mosaic: Migration, Identity, and Politics— View course description in department listing on p. 253. -Tang
Anthropology 301. Ethnographic Methods and Writing— View course description in department listing on p. 272. Prerequisite: Anthropology major or Permission of Instructor. -Notar
Economics 318. Basic Econometrics— View course description in department listing on p. 370. Prerequisite: C- or better in Economics 101 and Mathematics 107 (207 beginning with the class of 2015). -Stater
Hispanic Studies 280. Hispanic Hartford— View course description in department listing on p. 643. Prerequisite: Hispanic 221 or 224 or Permission of the Instructor. -Harrington
History 299. Historiography— View course description in department listing on p. 531. This course open to History majors only. -Euraque
International Studies 218. Women, Gender, and Family in the Middle East— View course description in department listing on p. 577. -Bauer
Philosophy 374. Minds and Brains— View course description in department listing on p. 715. -Lloyd
[Political Science 241. Empirical Political Methods and Data Analysis]— View course description in department listing on p. 750.
[Political Science 326. Women and Politics]— View course description in department listing on p. 752. Prerequisite: C- or better in Political Science 102 or permission of instructor.
Psychology 221. Research Design and Analysis— View course description in department listing on p. 768. Prerequisite: C- or better in Psychology 101. (1.25 course credits)-Chapman, Reuman
[Psychology 240. Parenting, Interpersonal Relations, and Mental Health]— View course description in department listing on p. 769.
Psychology 246. Community Psychology— View course description in department listing on p. 769. -Holt
Psychology 310. The Psychology of Gender Differences— View course description in department listing on p. 771. Not open to first-year students. -Anselmi
Psychology 332. Psychological Assessment— View course description in department listing on p. 771. Prerequisite: C- or better in Psychology 221L and four other courses in Psychology. (1.25 course credits)-Reuman
Psychology 395. Cognitive and Social Development— View course description in department listing on p. 772. Prerequisite: C- or better in Psychology 295. -Averna
[Psychology 415. Development and Culture]— View course description in department listing on p. 773. Prerequisite: C- or better in Psychology 295.
Psychology 426. Advanced Topics in Social Psychology: Cultural Psychology— View course description in department listing on p. 773. Prerequisite: C- or better in Psychology 226. -Chang
Sociology 201. Research Methods in the Social Sciences— View course description in department listing on p. 814. Prerequisite: C- or better in Mathematics 107 or concurrent enrollment in Mathematics 107. (1.25 course credits)-Morris
[Sociology 204. Social Problems in American Society]— View course description in department listing on p. 814.
Sociology 246. Sociology of Gender— View course description in department listing on p. 814. -Morris
Sociology 312. Social Class and Mobility— View course description in department listing on p. 814. Prerequisite: Prior Sociology course or permission of the instructor. Course not open to first-year students. -Valocchi
Sociology 351. Society, State, and Power— View course description in department listing on p. 815. Prerequisite: Prior Sociology course or permission of the instructor. Course not open to first-year students. -Williams
Theater & Dance 332. Education Through Movement— View course description in department listing on p. 829. -Gersten