This page displays the schedule of Bryn Mawr courses in this department for this academic year. It also displays descriptions of courses offered by the department during the last four academic years.
For information about courses offered by other Bryn Mawr departments and programs or about courses offered by Haverford and Swarthmore Colleges, please consult the Course Guides page.
For information about the Academic Calendar, including the dates of first and second quarter courses, please visit the College's master calendar.
Students must choose a major subject and may choose a minor subject. Students may also select from one of seven concentrations, which are offered to enhance a student's work in the major or minor and to focus work on a specific area of interest.
Concentrations are an intentional cluster of courses already offered by various academic departments or through general programs. These courses may also be cross-listed in several academic departments. Therefore, when registering for a course that counts toward a concentration, a student should register for the course listed in her major or minor department. If the concentration course is not listed in her major or minor department, the student may enroll in any listing of that course.
|MEETING TYPE TIMES/DAYS||LOCATION||INSTR(S)|
|ANTH B102-001||Introduction to Cultural Anthropology||Semester / 1||Lecture: 11:10 AM-12:00 PM MWF||Dalton Hall 300||Miller,C.|
|ANTH B102-002||Introduction to Cultural Anthropology||Semester / 1||Lecture: 9:55 AM-11:15 AM TTH||Dalton Hall 300||Merritt,C.|
|EDUC B200-001||Critical Issues in Education||Semester / 1||Lecture: 1:10 PM- 2:30 PM MW||Bettws Y Coed 127||Lesnick,A.|
|PSYC B250-001||Autism Spectrum Disorders||Semester / 1||Lecture: 2:25 PM- 3:45 PM TTH||Bettws Y Coed 127||Wozniak,R.|
|PSYC B322-001||Culture and Development||Semester / 1||LEC: 10:10 AM-11:30 AM MW||Bettws Y Coed 239||Park,H.|
|PSYC B351-001||Developmental Psychopathology||Semester / 1||Lecture: 9:55 AM-11:15 AM TTH||Bettws Y Coed 127||Rescorla,L.|
|SOCL B225-001||Women in Society||Semester / 1||Lecture: 12:55 PM- 2:15 PM TTH||Dalton Hall 119||Montes,V.|
|SOCL B229-001||Black America in Sociological Perspective||Semester / 1||Lecture: 2:25 PM- 3:45 PM TTH||Taylor Hall E||Washington,R.|
|COURSES||TITLE||MEETING TYPE TIMES/DAYS||LOCATION||INSTRUCTOR(S)|
|Critical Issues in Education||
|COURSES||TITLE||MEETING TYPE TIMES/DAYS||LOCATION||INSTRUCTOR(S)|
|Critical Issues in Education||
|Memory and Cognition||
|COURSES||TITLE||MEETING TYPE TIMES/DAYS||LOCATION||INSTRUCTOR(S)|
|Introduction to Education||M 1:15-4pm||Kohlberg 115||Jones-Walker, C.|
|EDUC 17||Curriculum and Methods Seminar||Smulyan, L.|
|EDUC 21||Educational Psychology||T 7:15-10pm||Lang Center 112||Renninger, K.|
|EDUC 23A||Adolescents and Attachment|
|EDUC 26||Special Education: Issues and Practice||TTh 1:15-2:30pm||Trotter Hall 203||Linn, M.|
|EDUC 41||Educational Policy||M 1:15-4pm||Trotter Hall 203||Costelloe, S.|
|Literacies and Social Identities||F 2-5pm||Kohlberg 115||Anderson, D.|
|COURSES||TITLE||MEETING TYPE TIMES/DAYS||LOCATION||INSTRUCTOR(S)|
ANTH H209 Anthropology of Education: State of the Debate
Education and schooling in anthropological literature. We will compare the concepts of "socialization" in British Social Anthropology with "cultural transmission" in American Cultural Anthropology to look for the different ways in which the role of education in social reproduction and transformation has been framed over time. In addition to basic works by thinkers such as Durkheim, Malinowski, Mead, Benedict and Boas, we will read a selection of ethnographies of schooling from the United States, Africa and Japan. Prerequisite: Anthro 103 and one course in Education.
ANTH H263 Anthropology of Space: Housing and Society
Space, place and architecture in anthropological theory; the contributions of anthropology to our understanding of the built and imagined environment in diverse cultures. Topics include: the body and its orientation in space; the house, kinship and cosmology; architecture as a communicative/semiotic system; space and sociopolitical segregation and integration; space and commodity culture. May be taken for Bryn Mawr Cities credit. Prerequisite: One course in ANTH or CITY.
BIOL H217 Biological Psychology
Interrelations between brain, behavior, and subjective experience. The course introduces students to physiological psychology through consideration of current knowledge about the mechanisms of mind and behavior.
COML H289 Children's Literature
This course investigates the beginnings, selected historical developments, and some of the varieties of literature for children, and asks questions about the distinctiveness of such literature, its aims and its presumed readership, and the applicability of particular theoretical approaches to children’s books. We will look at folk tale and fairy tale, early examples of literature specifically for children, some particularly influential texts, and examples from several sub-genres of children s literature; we will also spend a week each on picture books and poetry for children. Discussion will focus both on the texts themselves and on critical issues of various kinds.
EDUC H200 Critical Issues in Education
Designed to be the first course for students interested in pursuing one of the options offered through the Education Program, this course is also open to students who are not yet certain about their career aspirations but are interested in educational issues. The course examines major issues in education in the United States within the conceptual framework of educational reform. Two hours a week of fieldwork are required.
EDUC H210 Perspectives on Special Education
Perspectives on Special Education is designed as a survey course. The goal is to introduce you, the student, to a range of topics, challenges, dilemmas and strategies in understanding and educating all learners, those considered typical learners and those considered ‘special’ learners.
EDUC H250 Literacies and Education
A critical exploration of what counts as literacy, who decides, and what the implications are for teaching and learning. Students explore both their own and others experiences of literacy through reading and writing about power, privilege, access and responsibility around issues of adult, ESL, cultural, multicultural, gendered, academic and critical literacies. Fieldwork required. (Writing Intensive Praxis I). Priority given first to those pursuing certification or a minor in educational studies.
EDUC H260 Multicultural Education
A n investigation of the continually evolving theory and practice of multicultural education in the United States. This course explores and problematizes the history, politics, definitions, focuses, purposes, outcomes, and limitations of multicultural education as enacted in a range of school subjects and settings. Central topics may include: curriculum development, teacher training, language diversity, and public policy concerns. Students will also engage in researching and reinventing what is possible in education for, with, and about a diverse world. Two to three hours of fieldwork in a related setting per week required. Enrollment limited to 25. Priority given to students enrolled in the Education Program.
EDUC H302 Practice Teaching Seminar (To be taken concurrently with EDUC B303/B433 (Practice Teaching)
This class is open only to students engaged in practice teaching. The assignments build on those in EDUC 301 (Curriculum and Pedagogy), connect directly to students' practice teaching experiences, document students' progress toward meeting PA Department of Education and BMC/HC Education Program criteria for certification, and prepare students for their teaching careers. In this course, students are expected to re-visit, draw on, and put into practice the educational theory they have read in their education courses and on their own, discussed with experienced educators, high school students, and colleagues, and generated themselves. The goal of the class is to support students as they engage daily in practice teaching and as they clarify and further document the fundamental philosophies and practices that will foster reflective practice throughout their careers.
PSYCH H213 Memory and Cognition
An interdisciplinary study of ways in which memory and other cognitive processes manifest themselves in everyday life. Topics addressed include memory for faces and geographical locations; advertising; eyewitness testimony; autobiographical memory; metacognition; mood and memory; biological bases of cognition; human factors; decision-making; and cognitive diversity. Prerequisite: Psychology 100 or 104 or consent. Typically offered in alternate years
Introduction to Personality Psychology
An examination of the fundamental issues and questions addressed by personality psychology. What is personality? What are its underlying processes and mechanisms? How does personality develop and change over time? What constitutes a healthy personality? This course will explore these questions by considering evidence from several major approaches to personality (trait, psychodynamic, humanistic and social-cognitive), and it will encourage students to develop a dynamic understanding of human personality that is situated within biological, social and cultural contexts. Lottery preference to Psychology majors, minors and NBS concentrators, and then by class. Prerequisite: Psychology 100 or 105 or consent
Interrelations between brain, behavior and subjective experience. The course introduces students to physiological psychology through consideration of current knowledge about the mechanisms of mind and behavior. Prerequisite: An introductory course in Psychology or Biology, or consent..
Psychology of Language
An interdisciplinary examination of linguistic theory, language evolution and the psychological processes involved in using language. Topics include speech perception and production, processes of comprehension, language and the brain, language learning, language and thought, linguistic diversity and conversational interaction. Prerequisite: Psychology 100 or consent of instructor.
Self and Identity
Who am I? How do I feel about myself? What is the story of my life? How people answer such questions and the implications of their answers, both over time and across situations in their lives, are the issues that are at the heart of this course on self and identity. Through a combination of lecture and discussion, we will examine the literature on self and identity from multiple disciplinary perspectives (biological, developmental, personality, social, and clinical) and apply scientific concepts to the analysis of socially important issues, current events, popular culture, and our own life experiences. Specific topics to be addressed include self and identity development in childhood and adolescence, self-esteem and its consequences, gender and self, culture and ethnic identity development, stigmatized selves and prejudice, and the connection between self/identity and mental health.
EDUC 14 Introduction to Education
This course provides a survey of issues in education within an interdisciplinary framework. In addition to considering the theories of individuals such as Dewey, Skinner, and Bruner, the course explores some major economic, historical, psychological, and sociological questions in American education and discusses alternative policies and programs. Topics are examined through readings, software, writing, discussion, and hands-on activity. Fieldwork is required. This course fulfills the prerequisite for further course work in educational studies and provides an opportunity for students to explore their interests in educational policy, student learning, and teaching. This course, or the first-year seminar EDUC 014F, is required for students pursuing teacher certification.
EDUC 17 Curriculum and Methods Seminar
This seminar is taken concurrently with Ed 16. Readings and discussion focus on the applications of educational research and theory to classroom practice. Course content covers: lesson planning; classroom management; inquiry-oriented teaching strategies; questioning and discussion methods; literacy; the integration of technology and media; classroom-based and standardized assessments; instruction of special needs populations; topics in multicultural, nonracist, and nonsexist education; and legislation regarding the rights of students and teachers. As part of the seminar, students take a series of special methods workshops in their content area. Required for students pursuing teacher certification.
EDUC 21/PSYC 21 Educational Psychology
This course focuses on issues in learning and development that have particular relevance to understanding student thinking. Research and theoretical work on student learning and development provide the core readings for the course. In addition, students participate in a laboratory section that involves consideration of learning and motivation in an alternative public school classroom and provides an introduction to research methods. Required for students pursuing teacher certification.
Prerequisite: EDUC 14 or permission of the instructor.
EDUC 23 Adolescents and Special Education
In this course, students examine adolescent development from psychological, sociological, and life-span perspectives, reading both traditional theory and challenges to that theory that consider issues of race, class, gender, ethnicity, and sexual orientation. During the first part of the term, students explore various aspects of individual development (e.g., cognitive, affective, physiological, etc.). The second part of the semester focuses on the adolescent’s experience in a range of social contexts (e.g., family, peer group, school, etc.). Required for students pursuing teacher certification.
Prerequisite: EDUC 14 or permission of the instructor.
EDUC 26/PSYC 26 Special Education
This course is designed to provide students with a critical overview of special education, including its history, the classification and description of exceptionalities, and its legal regulation. Major issues related to identification, assessment, educational and therapeutic interventions, psychosocial aspects, and inclusion are examined. Course includes a field placement. Required for students pursuing teacher certification. Prerequisite: EDUC 14
EDUC 41 Educational Policy
This course explores issues in the design, implementation, and evaluation of educational policy at the federal, state, and local levels in light of the ongoing historical and cultural debates over educational policy. It will examine a range of current policy topics, including school finance, issues of adequacy and equity, the standards movement, systemic reform, testing and accountability, varieties of school choice, early childhood education, immigrant and bilingual education, and special education from the perspectives of several social science disciplines and political perspectives. Prerequisite: EDUC 14
EDUC 42 Teaching Diverse Young Learners
This course explores the ways children learn in classrooms and construct meaning in their personal, community, and academic lives. The course is framed by theories of learning as transmissionist, constructivist, and participatory. Students will draw on ethnographies, research, their own learning histories, classroom observations, and positioning as novice learners to create optimal learning environments for diverse learners including but not limited to English-language learners, socioeconomically disadvantaged populations, culturally non-mainstream students, students with learning differences and disabilities, and students with socioemotional classifications. Fieldwork is required. Required for elementary certification. Prerequisite: EDUC 14
EDUC 45 Literacies and Social Identities
This course explores the intersections of literacy practices and identities of gender, race, class, religion, ethnicity, and sexual orientation within communities of practice. It includes but is not limited to school settings. Students will work with diverse theory and analytical tools that draw on educational, anthropological, historical, sociological, linguistic, fictional, visual, popular readings and “scenes of literacy” from everyday practice. Fieldwork includes a Learning for Life partnership, tutoring, or community service in a literacy program. Prerequisite: EDUC 14 or permission of the instructor
EDUC 53 Language Minority Education
This course examines the multifaceted issues facing English learners in U.S. schools. Course topics include theories of second language acquisition and bilingualism, the history of bilingual education in the United States, educational language policies and the impact of the English-only movement, and practical approaches to teaching linguistic minority students. Course readings draw from relevant literature in sociolinguistics, language policy, language acquisition, educational anthropology, and language pedagogy. Through fieldwork and small group projects, students have the opportunity to explore issues particular to a language minority population of their choice. Required for students pursuing teacher certification. Prerequisite: EDUC 14 or permission of the instructor
EDUC 61 Gender and Education
This course uses historical, psychological, and social frameworks to explore the role of gender in the education process. It examines how gender influences the experiences of teaching and learning and how schools both contribute to and challenge social constructions of gender. Prerequisite: EDUC 14 or permission of the instructor
EDUC 64 Comparative Education
This course examines key issues and themes in education as they play out in schools and nations around the world. We will explore the roles of local, national, and international actors and organizations in the construction of educational goals and practice, using case studies and country studies to look for the interplay between local context and globalized movements in education. Topics will include immigration and schooling, equity, literacy, curriculum goals and constructs, teachers and teaching, and education in areas of conflict. Prerequisite: EDUC 14
EDUC 68 Urban Education
This course examines issues of practice and policy, including financing, integration, compensatory education, curricular innovation, parent involvement, bilingual education, high-stakes testing, comprehensive school reform, governance, and multiculturalism. The special challenges faced by urban schools in meeting the needs of individuals and groups in a pluralistic society will be examined using the approaches of education, psychology, sociology, anthropology, political science, and economics. Current issues will also be viewed in historical perspective. Prerequisite: EDUC 14
EDUC 69 Savage Inaccuracies: The Facts and Economics of Education in America
This course investigates the relationship between issues of resource allocation and educational attainment. It examines the facts about student achievement, educational expenditure in the United States, and the relationship between them. It studies such questions as: Does reducing class size improve student achievement? Does paying teachers more improve teacher quality and student outcomes? The course also investigates the relationship between educational attainment and wages in the labor market. Finally, it analyzes the effects of various market-oriented education reforms such as vouchers and charter schools. Prerequisite: Any statistics course (or the consent of the instructor). EDUC 14 is required to receive Educational Studies Department credit for this course
EDUC 70 Outreach Practicum
This course is offered in conjunction with the Lang Center for Civic and Social Responsibility. It is designed to support students involved in educational and community-based outreach in urban settings. Students’ volunteer experiences will provide text and case material for course work. Historical grounding in the construction of cities in general, and Chester, PA, in particular, will be provided. Criteria for effective practices will be identified for the range of volunteer roles in community service projects Prerequisite: EDUC 14 is recommended
EDUC 121 Psychology and Practice Honors
This seminar focuses on general developmental principles revealed in and applicable to contexts of practice as well as practical applications of research and theory in developmental psychology. Seminar foci include: (1) use of the literatures in developmental, educational, and social psychology and learning and cognitive science to identify key indicators for assessing changed understanding and motivation; (2) preparation of literature reviews on a topic of each student’s choice; and (3) collaborative work on an evaluation research project addressing a “live” issue or problem identified by a local teacher, school, or community organization. Prerequisite: EDUC 14 and EDUC 21
EDUC 131 Social and Cultural Perspectives Honors Seminar
In this seminar, students examine schools as institutions that both reflect and challenge existing social and cultural patterns of thought, behavior, and knowledge production. Seminar participants study and use qualitative methods of research and examine topics including the aims of schooling, parent/school/community interaction, schooling and identity development, and classroom and school restructuring. Prerequisite: EDUC 14 and an additional course in the 60s
EDUC 151 Literacies Research Honors Seminar
This seminar explores theories and methods in the design and implementation of qualitative studies of literacy, evaluation of literacy programs and pedagogy, and study of literacy policies. Students review relevant literature and participate in a field-based collaborative research project or program evaluation.
Prerequisite: EDUC 14 and an additional course in the 40s-60s. Either EDUC 42 or EDUC 45 is highly recommended.
EDUC 162 Sociology of Education
This seminar explores the countless connections between schooling and society. The seminar will look at educational policy and practice, applying prominent sociological perspectives to a broad array of educational and social problems. The seminar will examine schools as socializing institutions, the ways in which schooling influences social stratification, social mobility, and adult socioeconomic success. Topics will include unequal access to education, what makes schools effective, dropping out and persisting in school at various levels, ability grouping and tracking, and school restructuring. Fieldwork is required. Theory course for SOAN majors. Prerequisite: EDUC 14 and an additional course in the 60s, or permission of the instructor.
EDUC 167 Identities and Education Honors Seminar
This course explores intersections between identities of race, class, gender, sexual orientation and public education in the United States. Readings will draw on the fields of anthropology, legal studies, and cultural studies. Two central frameworks, Cultural Production and Critical Race Theory will guide consideration of how social structures inform the realities of schooling and how racial, class-based, gendered and sexual identities are formed with in the context of schools. Prerequisite: EDUC 14 and EDUC 68
PSYC 27 Language Acquisition and Development
This course covers central issues in language development. Is the human mind specially designed to acquire language? Are these constraints specific to language or general features of human cognition? Is there a critical period for language acquisition? How much does language ability depend on the input given to the child? The course explores these and other issues in typically developing children and special populations. Topics include speech perception, word learning, syntax, pragmatics and bilingualism. Prerequisite: PSYC 001 or LING 001 Introduction to Language and Linguistics.
PSYC 30 Psysiological Psychology
A survey of the neural and biochemical bases of behavior with special emphasis on sensory processing, motivation, emotion, learning, and memory. Both experimental analyses and clinical implications are considered. Prerequisite: PSYC 001
PSYC 34 Psychology of Language
The capacity for language sets the human mind apart from all other minds, both natural and artificial, and so contributes critically to making us who we are. In this course, we ask several fundamental questions about the psychology of language: How do children acquire it so quickly and accurately? How do we understand and produce it, seemingly without effort? What are its biological underpinnings? What is the relationship between language and thought? How did language evolve? And to what extent is the capacity for language “built in” (genetically) versus “built up” (by experience)? Prerequisite: PSYC 001 or permission of the instructor.
PSYC 35 Social Psychology
Social psychology argues that social context is central to human experience and behavior. This course provides a review of the field with special attention to relevant theory and research. The dynamics of cooperation and conflict, the self, group identity, conformity, social influence, prosocial behavior, aggression, prejudice, attribution, and attitudes are discussed. Prerequisite: PSYC 001
PSYC 36 Thinking, Judgment, and Decision Making
People in the modern world are flooded with major and minor decisions on a daily basis. The available information is overwhelming, and there is little certainty about the outcomes of any of the decisions people face. This course explores how people should go about making decisions in a complex, uncertain world; how people do go about making decisions in a complex, uncertain world; and how the gap between the two can be closed. Prerequisite: PSYC 001
PSYC 39 Developmental Psychology
Do infants have concepts? How do children learn language? These questions and others are addressed in this survey course of cognitive, social, and emotional development from infancy to adolescence. The course examines theoretical perspectives on the nature of developmental change in addition to empirical and applied issues in the study of children. Topics include the formation of social attachments; the foundations and growth of perceptual, cognitive, and social skills; language acquisition; and the impact of family and peers on the development of the child. Prerequisite: PSYC 001
PSYC 41 Children at Risk
Violence, educational inequality, war, homelessness, and chronic poverty form the backdrop of many children’s lives. We consider children’s responses to such occurrences from clinical, developmental and ecosystem perspectives. Prerequisite: PSYC 001 and either PSYC 38 or PSYC 39 or permission of instructor
PSYC 43 Developmental Cognitive Neuroscience
People in the modern world are flooded with major and minor decisions on a daily basis. The available information is overwhelming, and there is little certainty about the outcomes of any of the decisions people face. This course explores how people should go about making decisions in a complex, uncertain world; how people do go about making decisions in a complex, uncertain world; and how the gap between the two can be closed. Prerequisite: PSYC 001. PSYC 31 recommended
PSYC 50 Developmental Psychopathology
This course covers several psychological disorders that often first appear in childhood and adolescence, including autism and other developmental disorders, attention-deficit disorder, conduct disorder, eating disorders, and emotional disorders. Theories about the causes and treatment are discussed. A heavy emphasis is on current research questions and empirical findings related to each disorder. Prerequisite: PSYC 001 and either PSYC 38 or PSYC 39 or permission of instructor
PSYC 55 Family Systems Theory and Psychological Change
Systems theory is important in clinical, educational, medical and organizational contexts. This course explores family systems perspectives on illness and change. Research and theory are supplemented with popular film, documentaries, and therapeutic case histories to understand how psychologists work with individuals and organizations to address developmental, communication, and emotional impasses. Prerequisite: PSYC 001 or permission of instructor
PSYC 135 Advanced Topics in Social and Cultural Psychology
The seminar aims at a critical exploration of substantive topics in social psychology, including findings from cross-cultural research and social neuroscience research. Various perspectives and methods in investigating how human mind and social behavior interact with situational and environmental factors are considered. Real world implications and applications are emphasized.
Prerequisite: PSYC 001 and PSYC 35; PSYC 25 strongly preferred.