COURSES |
TITLE |
SCHEDULE/UNITS |
MEETING TYPE TIMES/DAYS |
LOCATION | INSTRUCTOR(S) |
EDUC B275 |
English Learners in U.S. Schools: Policies and Practices | Semester/ 1 | Lecture: 2:15pm-3:45pm TTH |
Taylor G | Cohen, J. |
POLS B375 |
Women, Work, and Family | Semester/ 1 | Lecture: 1:00pm-3:30pm F |
Dalton 212A | Golden, M. |
PSYC B203 |
Educational Psychology | Semester/ 1 | Lecture: 8:15am-9:45am TTH |
Dalton 119 | Cassidy, K. |
PSYC B250 |
Autism Spectrum Disorders | Semester/ 1 | Lecture: 8:15am-9:45am TTH |
BYC 127 | Wozniak, R. |
PSYC B322 |
Culture and Development | Semester/ 1 | Lecture: 9:45am- 11:15am |
BYC 239 | Wozniak, R. |
PSYC B350 |
Develop Cognitive Disorders | Semester/ 1 | Lecture: 1:00pm- 4:00pm W |
Taylor G | Rescorla, L. |
SOCL B225 |
Women in Society | Semester/ 1 | Lecture: 1:00pm- 2:30pm MW |
Dalton 300 | Osirim, M. |
| COURSES | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
EDUC B200 |
Critical Issues in Education | Semester/ 1 | Lecture: 9:45am- 11:15am TTH |
BYC 127 | Lesnick, A. |
EDUC B266 |
Schools in American CIties | Semester/ 1 | Lecture: 1:00pm- 2:30pm MW |
Taylor G | Cohen, J. |
EDUC B311 |
Fieldwork Seminar | Semester/ 1 | Lecture: 1:00pm-4:00pm TH |
Taylor G | Cohen, J. |
PSYC B206 |
Developmental Psychology | Semester/ 1 | Lecture: 8:15am-9:45am TTH |
BYC 127 | Egan Brad, L. |
PSYC B209 |
Abnormal Psychology | Semester/ 1 | Lecture: 9:45pm-11:15pm TTH |
Carpenter 21 | Rescorla, L. |
| PSYC B340 | Women's Mental Health | Semester/ 1 | Lecture: 10:00am- 11:30am MW |
BYC 127 | Rosenfeld, A. |
SOCL B266 |
Schools in American CIties | Semester/ 1 | Lecture: 1:00pm- 2:30pm MW |
Taylor G | Cohen, J. |
| COURSES | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
EDUC H200 |
Critical Issues in Education | Semester/ 1 | Lecture: 12:30pm–2:00pm MW |
Curl, H. | |
EDUC H210 |
Perspectives on Special Education | Semester/ 1 | Lecture: 7:30pm-10:00pm M |
Flaks, D. | |
PSYC H215 |
Introduction to Personality Psychology | Semester/ 1 | Lecture: 2:30am-4:00pm TTH |
Lilgendahl, J |
| COURSES | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
COML H289 |
Children's Literature | Semester/ 1 | Lecture: 12:30pm- 2:00pm MW |
Stokes 10 | Roberts, D. |
EDUC H200 |
Critical Issues in Education | Semester/ 1 | Lecture: 11:30 pm-1:00pm TTH |
Chase 101 | Curl, H. |
PSYC H335 |
Self and Identity | Semester/ 1 | Lecture: 2:20pm- 4:00pm MW |
Sharp 410 | Lilgendahl, J. |
SOCL H235 |
Class, Race & Education | Semester/ 1 | Lecture: 11:30pm-1:00pm TTH |
Roberts 007 | Gould, M. |
| COURSES | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
Ed 14 |
Introduction to Education | Semester/ 1 | |||
| Ed 17 | Curriculum and Methods Seminar | Semester/ 1 | |||
| Ed 21 | Educational Psychology | Semester/ 1 | |||
| Ed 23 | Adolescents and Special Education | Semester/ 1 | |||
| Ed 26 | Special Education | Semester/ 1 | |||
| Ed 42 | Teaching Diverse Young Learners | Semester/ 1 | |||
Ed 64 |
Comparative Education | Semester/ 1 | |||
Ed 162 |
Identities and Education Honors Seminar | Semester/ 1 | |||
| Psyc 39 | Developmental Psychology | Semester/ 1 | |||
Psyc 55 |
Family Systems Theory and Psychological Change | Semester/ 1 | |||
Psyc 135 |
Advanced Topics in Social and Cultural Psychology | Semester/ 1 |
| COURSES | TITLE | SCHEDULE/UNITS | MEETING TYPE TIMES/DAYS | LOCATION | INSTRUCTOR(S) |
Ed 14 |
Introduction to Education | Semester/ 1 | Lecture: 7:15pm- 10:00pm T |
Lang Center 112 | Renninger, K. |
| Ed 23 | Adolescents and Special Education | Semester/ 1 | Lecture: 11:20am-12:35pm TTH |
Kohlberg 115 | Smulyan, L. |
| Ed 53 | Language Minority Education | Semester/ 1 | Lecture: 2:00pm- 5:00pm F |
Kohlberg 116 | Allard, E. |
| Ed 68 | Urban Education | Semester/ 1 | Lecture: 1:15pm- 4:00pm M |
Lang Center 112 | Jones-Walker, C. |
| Ed 70 | Outreach Practicum | Semester/ 1 | Lecture: 1:15pm- 4:00pm W |
Black Cultural Center 23 | Jones-Walker, C. |
| Ed 131 | Social/Cultural Perspective | Semester/ 1 | Lecture: 1:15pm- 5:00pm W |
Pearson Hall 220
|
Smulyan, L. |
| Psyc 35 | Social Psychology | Semester/ 1 | Lecture: 1:15pm- 2:30pm W |
Science Center 104 |
Pelhem, B. |
ANTH B212 Primate Evolution and Behavior
Not offered 2012-2013
An exploration of the aspects of the biology and behavior of living primates as well as the evolutionary history of these close relatives. The major focus of this study is to provide the background upon which human evolution is best understood.
(Su,D.—Division I)
ANTH B253 Childhood in the African Experience
Not offered 2012-2013
An overview of cultural contexts and indigenous literatures concerning the richly varied experience and interpretation of infancy and childhood in selected regions of Africa. Cultural practices such as pregnancy customs, naming ceremonies, puberty rituals, sibling relationships, and gender identity are included. Modern concerns such as child abuse, street children, and other social problems of recent origin involving children are considered in terms of theoretical approaches current in the social sciences. Prerequisites: anthropology major, any social sciences introductory course, Africana studies concentration, or permission of instructor.
(Kilbride, P. –Division I)
ANTH B281 Language in the Social Context
Not offered 2012-2013
Studies of language in society have moved from the idea that language reflects social position/identity to the idea that language plays an active role in shaping and negotiating social position, identity, and experience. This course will explore the implications of this shift by providing an introduction to the fields of sociolinguistics and linguistic anthropology. We will be particularly concerned with the ways in which language is implicated in the social construction of gender, race, class, and cultural/national identity. The course will develop students' skills in the ethnographic analysis of communication through several short ethnographic projects.
(Weidman, A. –Division I)
ANTH B312 Anthropology of Reproduction
Not offered 2012-2013
An examination of social and cultural constructions of reproduction, and how power in everyday life shapes reproductive behavior and its meaning in Western and non-Western cultures. The influence of competing interests within households, communities, states, and institutions on reproduction is considered. Prerequisite: at least one 200-level ethnographic area course or permission of instructor.
(Pashigian, M. –Division I)
ANTH B341 Cultural Perspectives on Marriage & Family
Not offered 2012-2013
This course considers various theoretical perspectives that inform our understanding of cross-cultural constructions of marriage and the family. Sociobiology, deviance, feminism, social constructionism, and cultural evolutionary approaches will be compared using primarily anthropological-ethnographic case examples. Cultural material from Africa and the United States will be emphasized. Applications will emphasize current U.S. socially contested categories such as same-sex marriage, plural marriage, gender diversity, divorce, and the blended family. Prerequisites: any history, biology, or social science major.
(Kilbride, P. –Division I)
ECON B324 The Economics of Discrimination and Inequality
Not offered 2012-2013
Explores the causes and consequences of discrimination and inequality in economic markets. Topics include economic theories of discrimination and inequality, evidence of contemporary race- and gender-based inequality, detecting discrimination, and identifying sources of racial and gender inequality. Additionally, the instructor and students will jointly select supplementary topics of specific interest to the class. Possible topics include: discrimination in historical markets, disparity in legal treatments, issues of family structure, and education gaps. Prerequisites: At least one 200-level applied microeconomics elective, Economics 203 or 204, and Economics 200 or 202.
(Lanning, Division I)
EDUC B250 Literacies and Education
Not offered 2012-2013
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.
(Lesnick, A. --Division I)
EDUC B266 Schools in American Cities
Spring 2013
This course examines issues, challenges, and possibilities of urban education in contemporary America. We use as critical lenses issues of race, class, and culture; urban learners, teachers, and school systems; and restructuring and reform. While we look at urban education nationally over several decades, we use Philadelphia as a focal "case" that students investigate through documents and school placements. Enrollment is limited to 25 with priority given to students pursuing certification or the minor in educational studies and to majors in Sociology and Growth and Structure of Cities. This is a Praxis I course (weekly fieldwork in a school required).
(Curl, H. -- Division I)
EDUC B275 English Learners in U.S. Schools: Policies and Practices
Fall 2012
This course focuses on educational policies and practices related to language minority students in the U. S. We examine English learners' diverse experiences, educators' approaches to working with linguistically diverse students, programs that address their strengths and needs, links between schools and communities, and issues of policy and advocacy. Prerequisite: EDUC 200 (Critical Issues in Education). This is a Praxis I course (weekly fieldwork in a school or other educational setting).
(Cohen,J. -- Division I: Social Science))
EDUC B301 Curriculum and Pedagogy Seminar
Fall 2012
A consideration of theoretical and applied issues related to effective curriculum design, pedagogical approaches and related issues of teaching and learning. Fieldwork is required. Enrollment is limited to 15 with priority given first to students pursuing certification and second to seniors planning to teach.
(Curl,H. -- Division I)
EDUC B310 Defining Educational Practice
Not offered 2012-2013
An interdisciplinary inquiry into the work of constructing professional identities and roles in education-related contexts. Three to five hours a week of fieldwork are required. Enrollment is limited to 20 with priority given to students pursuing the minor in educational studies.
(Lesnick,A., Hall,B. -- Division I)
EDUC B311 Fieldwork Seminar
Spring 2013
Drawing on the diverse contexts in which participants complete their fieldwork, this seminar invites exploration and analysis of ideas, perspectives and different ways of understanding his/her ongoing fieldwork and associated issues of educational practice, reform, and innovation. Five to eight hours of fieldwork are required per week. Enrollment is limited to 20. Open only to students completing the minor in educational studies.
(Lesnick, A.)
ENGL B270 American Girl: Childhood in U.S. Literatures, 1690-1935
Not offered 2012-2013
Childhood in US Literatures, 1690-1935 Spring 2012 This course will focus on the "American Girl" as a particularly contested model for the nascent American. Through examination of religious tracts, slave and captivity narratives, literatures for children and adult literatures about childhood, we will analyze U. S. investments in girlhood as a site for national self-fashioning.
(Schneider,B. -- Division III: Humanities)
POLS B375 Women, Work, and Family
Fall 2012
As the number of women participating in the paid workforce who are also mothers exceeds 50 percent, it becomes increasingly important to study the issues raised by these dual roles. This seminar will examine the experiences of working and nonworking mothers in the United States, the roles of fathers, the impact of working mothers on children, and the policy implications of women, work, and family.
(Golden,M.)
Cross-listed as SOCL B375
PSYC B203 Educational Psychology
Fall 2012
Topics in the psychology of human cognitive, social, and affective behavior are examined and related to educational practice. Issues covered include learning theories, memory, attention, thinking, motivation, social/emotional issues in adolescence, and assessment/learning disabilities. This course provides a Praxis Level I opportunity. Classroom observation is required. Prerequisite: Introductory Psychology (either PSYC 101, 102, or 105).
(Cassidy,K. -- Division I: Social Science)
PSYC B206 Developmental Psychology
Spring 2013
A topical survey of psychological development from infancy through adolescence, focusing on the interaction of personal and environmental factors in the ontogeny of perception, language, cognition, and social interactions within the family and with peers. Topics include developmental theories; infant perception; attachment; language development; theory of mind; memory development; peer relations, schools and the family as contexts of development; and identity and the adolescent transition. Prerequisite: Introductory Psychology (PSYC 101,102, or 105).
(Wozniak,R. -- Division I: Social Science)
PSYC B209 Abnormal Psychology
Spring 2013
This course examines the experience, origins, and consequences of psychological problems. What do we mean by abnormal behavior or psychopathology? How is psychopathology assessed and classified? How do psychologists study and treat it? What causes psychological difficulties and what are their consequences? Are psychological states linked to physical health? Do psychological treatments (therapies) work? This course will consider major psychological, social, and biological explanatory models in addressing these questions. Readings, lecture, and discussion will introduce a broad range of psychological disturbances. Prerequisite: Introductory Psychology (PSYC 101,102,or 105). (Schulz,M. -- Division I: Social Science)
PSYC B250 Autism Spectrum Disorders
Fall 2012
Focuses on theory of and research on Autism Spectrum Disorders (ASD). Topics include the history of autism; classification and diagnosis; epidemiology and etiology; major theories; investigations of sensory and motor atypicalities, early social communicative skills, affective, cognitive, symbolic and social factors; the neuropsychology of ASD; and current approaches to intervention. Prerequisite: Introductory Psychology (PSYC 101, 102, or 105).
(Wozniak,R.)
PSYC B256 Culture and Development Spring 2013 This course focuses on culture as a context for child development and family life and on the enculturation process. Sample topics include infant care among Mayans, socialization in Japan, parent investment value in West Africa, sibling caregivers in Polynesia, apprenticeship among the Zinacantecs, and peer groups among Colombian street children. Enrollment Limit: 16
PSYC B340 Women's Mental Health
Spring 2012-2013
This course will provide an overview of current research and theory related to women's mental health. We will discuss psychological phenomena and disorders that are particularly salient to and prevalent among women, why these phenomena/disorders affect women disproportionately over men, and how they may impact women's psychological and physical well-being. Psychological disorders covered will include: depression, eating disorders, dissociative identity disorder, borderline personality disorder, and chronic pain disorders. Other topics discussed will include work-family conflict for working mothers, the role of sociocultural influences on women's mental health, and mental health issues particular to women of color and to lesbian women. Prerequisite: PSYC B209 or PSYC B351.
(Rosenfeld,A. -- Division I: Social Science)
PSYC B346 Pediatric Psychology
Not offered 2012-2013
This course uses a developmental-ecological perspective to understand the psychological challenges associated with physical health issues in children. The course explores how different environments support the development of children who sustain illness or injury and will cover topics including: prevention, coping, adherence to medical regimens, and pain management. The course will consider the ways in which cultural beliefs and values shape medical experiences. Prerequisite: PSYC B206 highly recommended.
(Alderfer,M. -- Division I: Social Science)
PSYC B350 Developmental Cognitive Disorders Fall 2012 This course uses a developmental and neuropsychological framework to study major development cognitive disorders manifested by children and adolescents, such as language delay/impairment, specific reading disability, math disability, nonverbal learning disability, intellectual disability, executive function disorder, autism, and traumatic brain injury. Cognitive disorders are viewed in the context of the normal development of language, memory, attention, reading, quantitative abilities, and executive functions. Students enrolled in the course will learn about the assessment, classification, outcome, remediation, and education of the major cognitive disorders manifested by children and adolescents. Students will participate in a course-related Praxis placement approximately 3 - 4 hours a week. Counts toward Child and Family Studies
PSYC B351 Developmental Psychopathology
Not offered 2012-2013
An examination of research and theory addressing the origins, progression, and consequences of maladaptive functioning in children, adolescents, and families. Major forms of psychopathology, such as depression and disruptive behavior syndromes, will be considered. An important focus of the course is on the identification of biological, social, and psychological risk and protective factors for psychopathology and the implications of these factors for prevention and treatment efforts. The role of family-based risk and protective factors, such as marital conflict and parenting quality, will be emphasized. Prerequisite: PSYC 206 or 209.
(Schulz,M., DiMarino-Linnen,E., Rescorla,L.)
PSYC B352 Advanced Topics in Developmental Psychology
Not offered 2012-2013
This is a topics course. Topics vary. Prerequisite: PSYC 206 or the consent of the instructor. (Myers, L --Division II with Lab)
SOCL B201 The Study of Gender in Society
Not offered 2012-2013
The definition of male and female
social roles and sociological approaches to the study of gender in the
United States, with attention to gender in the economy and work place,
the division of labor in families and households, and analysis of class
and ethnic differences in gender roles. Of particular interest in this
course is the comparative exploration of the experiences of women of
color in the United States. (Osirim, M. --Division I: Social Science)
SOCL B205 Social Inequality
Not offered 2012-2013
Introduction to the major sociological theories of gender, racial-ethnic, and class inequality with emphasis on the relationships among these forms of stratification in the contemporary United States, including the role of the upper class(es), inequality between and within families, in the work place, and in the educational system.(Osirim, M. --Division I: Social Science)
SOCL B225 Women in Society
Fall 2012
A study of the contemporary
experiences of women of color in the Global South. The household,
workplace, community, and the nation-state, and the positions of women
in the private and public spheres are compared cross-culturally. Topics
include feminism, identity and self-esteem; globalization and
transnational social movements and tensions and transitions encountered
as nations embark upon development. (Osirim, M. --Division I: Social Science)
SOCL B258 Sociology of Education
Not offered 2012-2013
Major sociological theories of the
relationships between education and society, focusing on the effects of
education on inequality in the United States and the historical
development of primary, secondary, and post-secondary education in the
United States.
SOWK 306 Social Determinants of Health and Health Equity
The purpose of this course is to provide students with knowledge and an understanding of how structural factors (racism, sexism, homophobia, classism, discrimination, the built environment, poverty, working conditions, and the unequal distribution of power, income, goods, and services) contribute to racial/ ethnic and gender disparities in health and well-being. Prerequisite: junior or senior status.
SOWK 319 Family Therapy: Theory and Practice
This seminar critiques a range of conceptual frameworks including narrative, interactional, structural, intergenerational, feminist, symbolic, and psychodynamic and considers their relevance to family treatment. Experiential learning methods utilizing practice simulations and videotapes focus on a range of family issues including differences of race, ethnicity, class, sexual orientation; socioeconomic disparity; changing roles of women; newly emerging definitions of family; and international perspectives on family. Attention is given to a strengths-based approach to assessment of family functioning and use of evidence-based knowledge for practitioner decision-making and practice evaluation.
Building on the core in social work values and family assessment skills from Foundation Practice and Direct Practice courses, this course focuses on interventions with family systems. As an elective, it supplements the emphasis on practice with individuals in the Clinical Concentration. Completion of first-semester practice and practicum is a requirement for enrollment in this course.
SOWK 328 Clinical Social Work Practice with Children and Adolescents
The purpose of this course is to provide an overview of social work practice with children and adolescents. In an effort to provide a rigorous conceptual foundation for social work practice in this area, this course is organized around the integration of three perspectives. Specifically, students will focus on development, ecological and cultural contexts which combine to create challenges for practitioners in this special area of social work practice. The conceptual foundation of this course builds upon and further develops the biopsychosocial and person-in-environment perspectives presented in foundation courses including Foundation Practice, Direct Practice and HBSE I and III. The course supports the Clinical Social Work concentration.
This course is divided into three units that examine different aspects of clinical work with children and adolescents. Unit One introduces a conceptual framework for assessment and intervention with children and adolescents. In this unit, we focus on the history of social work with children and adolescents, maturational differences between children, adolescents and adults, the impact of poverty on children and adolescents, and the contemporary situation of minority children and adolescents in the United States. Unit two introduces concepts salient to the intervention tasks of assessment, history taking, and communicating in work with children and adolescents. Of particular focus are guidelines for building developmentally and culturally competent practice in this area. We focus on the particular challenges of assessment and intervention in working with children in economic poverty and in working with parents and children across cultural differences. Unit three examines in depth issues relating to the nature of assessment with children in crisis and of particular mental health issues that arise in work with children and adolescents. We focus in-depth on depression in children and adolescents, on the nature of trauma experienced by young people, and aspects of technique in practice with children and adolescents. Of particular emphasis will be consideration of what is known about “best practices” with regard to particular challenges and needs in working with children, adolescents and their parents in a variety of circumstances. Teaching methods used include assigned readings, lecture, discussion, video, and interactive web-based learning.
SOWK 336 Public Education: Issues in School Social Work Practice
This course focuses on the integration of the practice of social work into the unique context of the public educational system in Pennsylvania. The various roles and responsibilities of social workers in an educational environment will be examined. The influences of the educational and legal systems in the United States on the regulation and practice of school social work will be explored. The impact of legal and educational policies on racial and ethnic minorities, the disabled, women, and sexual minorities will be examined. Particular attention will be paid to the awareness and protection of rights accorded to these groups and individuals within the educational system. The implementation of procedural guidelines and safeguards to combat inequities and discrimination in the establishment of an ethical and effective school social work practice, will be integrated throughout the course. This elective is relevant to the clinical and management concentrations. This is a seven week, .5 credit course.
SOWK 338 Education Law for Social Workers
This course will explore laws and regulations which are integral to effective social work practice in school systems in Pennsylvania. The influence of laws and regulations on school social work practice will be examined, including methodologies for accessing current regulations and researching relevant topics using internet web sites. A major component of the course will be developing a reference book and utilizing legal resources to answer practice oriented questions. The course is relevant for the Clinical and Management concentrations and the Home and School Visitor certification.
SOWK 352 Child Welfare Policy, Practice, and Research
This course examines social policies and interventions that address problems of child abuse, neglect, and abandonment. Child maltreatment and dependency are considered in historical, cross-national, and political contexts. Theories and research on the causes and consequences of child abuse and neglect are studied. The legal and political structure of child welfare services in the U.S. is considered, along with the extent to which this system provides a continuum of care, copes with residual problems of other service sectors (e.g., welfare, mental health, substance abuse, and housing), and prevents or perpetuates oppression of women, children, people of color, and other disadvantaged groups. The course focuses on micro-, meso-, and macro-level practice issues and research findings in the areas of child protection, in-home services, out-of-home care, adoption, treatment, and prevention of child maltreatment. Issues of cultural sensitivity and new directions for practice are considered in each of these areas.
SOWK 354 Public Health
Building on the foundation provided in Social Welfare Policy, #151, and relevant to the clinical, social service management and policy/advocacy concentrations, this course will use three overarching concepts of globalization, social justice and community to help students to define and explore the idea of public health and to decide for themselves where responsibilities for the public health lie. The first half of the course will have a global focus with an exploration of the evolution of some public health policy infrastructures in parts of Africa, India, the former Soviet Union and the United States. The second half will focus on the attempts of the United States to manage the public health through an exploration of examples of federal health legislation and the populations that they are intended to address. Major health legislation includes: soldiers’ and veterans’ benefits, Maternal and Child Health, Medicaid, Medicare, and laws related to the protection of the frail elderly. The subject of HIV/AIDS will be used to review all of the concepts and issues of the course.
SOWK 398 Adolescents in Family Therapy
This course will combine an emphasis on adolescent development and family psychology with family therapy theory and family therapy intervention techniques. Readings and assignments will address the challenges families with adolescents face as well as clinical challenges for the practitioner, including engagement, maintenance of multiple alliances, and work with extrafamilial systems (e.g., schools, the juvenile justice system). In keeping with social work’s strong commitment to working with marginalized and underserved populations, there will be a strong emphasis on sociocultural and socioeconomic diversity. Work with adolescents at risk and lower-SES minority families—many of which are single-parent families—will be highlighted.
The course will be structured into several units of study: The first unit will focus on adolescent development, parenting practices, and family assessment; the second with basic theories and techniques of family therapy with adolescents. The final unit will have as its focus the theoretical premises and application of integrative, empirically supported models of family therapy specifically derived for use in working with troubled youth and families.
Each class session will include both theoretical and practice components. Students will learn an empirically validated and widely used model that integrates the knowledge of adolescent development with family systems theory, cognitive-behavioral theory, and attachment theory. It is expected that students will have access to families in their field placements. In order to sharpen their skills case conceptualization and intervention, students will view videotapes of family therapy sessions and participate in role plays and case presentations.
Students in the course must have completed first-year foundation and practice courses or their equivalent and be enrolled in or have completed Clinical Social Work I. It is expected that students will have access to families in their field placements. The foundations of this course have been laid out HBSE I and III, through the study of developmental theory, systems and ecosystemic theory, as well as in the Foundation Practice sequence, through the study of assessment, interviewing skills, and interventions with individuals in the social environment. It is conceptually related both to core Clinical Social Work course sequence and to the Family Therapy and Clinical Social Work with Children and Families electives.
ANTH H209 Anthropology of Education: State of the Debate
Not offered 2012-2013
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. Offered occasionally.
(Ngwane, Z.—Division I)
ANTH H263 Anthropology of Space: Housing and Society
Not offered 2012-2013
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. Offered occasionally.
(Hart, L..—Division I)
COML H289 Children's Literature
Spring 2013
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
Fall/Spring 2012-2013
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.
(Curl, H.—Division I)
EDUC H210 Perspectives on Special Education
Fall 2012
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.
(Flaks, D.—Division I)
EDUC H250 Literacies and Education
Spring 2013
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
Not offered 2012-2013
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)
Spring 2013
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.
(Curl, H.—Division I)
PSYCH H213 Memory and Cognition
Not offered 2012-2013
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
(Boltz, M.—Division II)
PSYCH H215
Introduction to Personality Psychology
Fall 2012
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
(Lilgendahl, J.—Division II)
PSYCH H217
Biological Psychology
Not offered 2012-2013
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..
(Sternberg, W.—Division II)
PSYCH H238
Psychology of Language
Not offered 2012-2013
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.
(Boltz, M.—Division II)
PSYCH H335
Self and Identity
Spring 2013
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.
(Lilgendahl, J.—Division II)
SOCL H235 Class, Race & Education
Spring 2013
An examination of the effects of class and race on educational and occupational outcomes, emphasizing the contemporary United States.
(Gould, M.—Division II)
Ed 14 Introduction to Education
Fall 2012/Spring 2013
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.
(Allard, E., Anderson, D., Grossman, F.)
Ed 17 Curriculum and Methods Seminar
Fall 2012
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.
(Grossman, F.)
Ed 21/Psych 21 Educational Psychology
Fall 2012
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: Ed 14 or permission of the instructor.
(Regnninger, A.)
Ed 26/Psych 26 Special Education
Fall 2012
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: Ed 14
(Linn, M.)
Ed 41 Educational Policy
Not offered 2012-2013
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: Ed 14
Ed 42 Teaching Diverse Young Learners
Fall 2012
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: Ed 14
Ed 45 Literacies and Social Identities
Not offered 2012-2013
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: Ed 14 or permission of the instructor
Ed 53 Language Minority Education
Spring 2013
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: Ed 14 or permission of the instructor
(Allard, E.)
Ed 61 Gender and Education
Not offered 2012-2013
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: Ed 14 or permission of the instructor
Ed 64 Comparative Education
Not offered 2012-2013
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: Ed 14
Ed 68 Urban Education
Spring 2013
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: Ed 14
(Grossman, F.)
Ed 69 Savage Inaccuracies: The Facts and Economics of Education in America
Not offered 2012-2013
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). Ed 14 is required to receive Educational Studies Department credit for this course
Ed 70 Outreach Practicum
Not offered 2012-2013
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:
Ed 14 is recommended
(Jones-Walker, C.)
Ed 121 Psychology and Practice Honors
Not offered 2012-2013
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:
Ed 14 and Ed 21
Ed 131 Social and Cultural Perspectives Honors Seminar
Spring 2013
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:
Ed 14 and an additional course in the 60s
Ed 151 Literacies Research Honors Seminar
Fall/Spring 2012-2013
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:
Ed 14 and an additional course in the 40s-60s. Either Ed 42 or Ed 45 is highly recommended.
Ed 162 Sociology of Education
Not offered 2012-2013
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:
Ed 14 and an additional course in the 60s, or permission of the instructor.
(Grossman, F.)
Ed 167 Identities and Education Honors Seminar
Fall 2012
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:
Ed 14 and Ed 68
Psyc 27 Language Acquisition and Development
Spring 2013
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.
(Thothathiri, M.)
Psyc 30 Psysiological Psychology
Not offered 2012-2013
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
Fall 2012
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.
(Grodner,D.)
Psyc 35 Social Psychology
Spring 2013
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
(Ward, A.)
Psyc 36 Thinking, Judgment, and Decision Making
Fall 2012
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
Fall 2012
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
(Baird,J.)
Psyc 41 Children at Risk
Not offered 2012-2013
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
(Reimer, M.)
Psyc 43 Developmental Cognitive Neuroscience
Not offered 2012-2013
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
Not offered 2012-2013
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
Fall 2012
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
Not offered 2012-2013
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.