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.

Fall 2017

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
ANTH B279-001Anthropology of Childhood and YouthSemester / 1LEC: 11:25 AM-12:45 PM TTHTaylor Hall FCampoamor,L.
EDUC B210-001Perspectives on Special EducationSemester / 1Lecture: 1:10 PM- 4:00 PM MBettws Y Coed 127Flaks,D.
PSYC B203-001Educational PsychologySemester / 1Lecture: 8:25 AM- 9:45 AM TTHDalton Hall 119Cassidy,K.
PSYC B206-001Developmental PsychologySemester / 1Lecture: 1:10 PM- 2:30 PM MWDalton Hall 300Albert,D.
PSYC B375-001Movies and Madness: Abnormal Psychology Through FilmsSemester / 1Lecture: 1:10 PM- 4:00 PM WBettws Y Coed 239Rescorla,L.
SOCL B201-001The Study of Gender in SocietySemester / 1Lecture: 9:55 AM-11:15 AM TTHDalton Hall 2Sledge,P.
SOCL B258-001Sociology of EducationSemester / 1Lecture: 8:25 AM- 9:45 AM TTHDalton Hall 2Karen,D.

Spring 2018

COURSE TITLE SCHEDULE/
UNITS
MEETING TYPE TIMES/DAYS LOCATION INSTR(S)
ANTH B102-001Introduction to Cultural AnthropologySemester / 1Lecture: 1:10 PM- 2:30 PM MWDalton Hall 300Pashigian,M.
ANTH B102-002Introduction to Cultural AnthropologySemester / 1Lecture: 9:55 AM-11:15 AM TTHDalton Hall 300Campoamor,L.
EDUC B200-001Critical Issues in EducationSemester / 1Lecture: 2:25 PM- 3:45 PM TTHBettws Y Coed 127Wilson-Poe,C.
EDUC B200-00ACritical Issues in EducationSemester / 1Laboratory: 9:00 AM- 1:00 PM M
EDUC B200-00BCritical Issues in EducationSemester / 1Laboratory: 9:00 AM- 1:00 PM T
EDUC B200-00CCritical Issues in EducationSemester / 1Laboratory: 9:00 AM- 1:00 PM W
EDUC B200-00DCritical Issues in EducationSemester / 1Laboratory: 9:00 AM- 1:00 PM TH
EDUC B200-00ECritical Issues in EducationSemester / 1Laboratory: 9:00 AM- 1:00 PM F
EDUC B266-001Schools in American CitiesSemester / 1Lecture: 11:25 AM-12:45 PM MWBettws Y Coed 127Zuckerman,K.
EDUC B266-00ASchools in American CitiesSemester / 1Laboratory: 9:00 AM- 1:00 PM M
EDUC B266-00BSchools in American CitiesSemester / 1Laboratory: 9:00 AM- 1:00 PM T
EDUC B266-00CSchools in American CitiesSemester / 1Laboratory: 9:00 AM- 1:00 PM W
EDUC B266-00DSchools in American CitiesSemester / 1Laboratory: 9:00 AM- 1:00 PM TH
EDUC B266-00ESchools in American CitiesSemester / 1Laboratory: 9:00 AM- 1:00 PM F
EDUC B302-001Practice Teaching SeminarSemester / 1Lecture: 7:10 PM-10:00 PM TBettws Y Coed 127Curl,H.
EDUC B302-001Practice Teaching SeminarSemester / 1Lecture: 7:10 PM-10:00 PM TBettws Y Coed 127Curl,H.
ENGL B270-001American Girl: Childhood in U.S. Literatures, 1690-1935Semester / 1Lecture: 10:10 AM-11:30 AM MWEnglish House IISchneider,B.
PSYC B250-001Autism Spectrum DisordersSemester / 1Lecture: 2:25 PM- 3:45 PM TTHTaylor Hall EWozniak,R.
PSYC B303-001Portraits of Maladjustment in Classic Children's NovelsSemester / 0.5LEC: 2:10 PM- 4:00 PM WCollege Hall 118Rescorla,L.
PSYC B322-001Culture and DevelopmentSemester / 1Lecture: 1:10 PM- 4:00 PM FBettws Y Coed 239Park,H.
SOCL B217-001The Family in Social ContextSemester / 1Lecture: 11:25 AM-12:45 PM TTHTaylor Hall EJoyce,C.
SOCL B225-001Women in SocietySemester / 1LEC: 9:55 AM-11:15 AM TTHTaylor Hall FMontes,V.

Fall 2018

(Class schedules for this semester will be posted at a later date.)


Courses at Haverford

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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
Back to top

PSYCH H215 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.
Back to top

PSYCH 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. Prerequisite: An introductory course in Psychology or Biology, or consent.
Back to top

PSYCH H238 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.
Back to top

PSYCH H335 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.
Back to top

SOCL H235 Class, Race & Education
An examination of the effects of class and race on educational and occupational outcomes, emphasizing the contemporary United States.
Back to top


Courses at Swarthmore

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.
Back to top

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.
Back to top

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.
Back to top

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.
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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.
Back to top

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
Back to top

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
Back to top

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
Back to top

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.
Back to top

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.
Back to top

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
Back to top

HIST 79 Women, Family and the State in China
The history of women and families in Chinese society from the late imperial period to the present. Eligible for ASIA or GSST credit.
Back to top

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.
Back to top

PSYC 30 Physiological 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
Back to top

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.
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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
Back to top

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.
Back to top


 

2017-18 Catalog Data

ANTH B102 Introduction to Cultural Anthropology
Spring 2018
An introduction to the methods and theories of cultural anthropology in order to understand and explain cultural similarities and differences among contemporary societies.
Cross-Cultural Analysis (CC)
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies
Counts toward International Studies

Back to top

ANTH B279 Anthropology of Childhood and Youth
Fall 2017
This course will challenge you to think about childhood and youth as a diverse global experience by exploring a set of fundamental questions. How do children's daily lives differ from place to place, and how are race, class and gender linked to discourses and experiences of childhood? How do children stand in as symbols for broader political and cultural concerns? The course will explore these questions by considering the ways childhood is constructed and experienced in relation to controversial topics such as education, labor, migration, human rights, violence, consumerism, and media.
Cross-Cultural Analysis (CC)
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies

Back to top

ANTH B312 Anthropology of Reproduction
Not offered 2017-18
An examination of social and cultural constructions of reproduction, and how power and politics 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: ANTH B102 (or ANTH H103) or permission of instructor.
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies
Counts toward Health Studies

Back to top

SOCL B229 Black America in Sociological Perspective
Not offered 2017-18
This course presents sociological perspectives on various issues affecting black America as a historically unique minority group in the United States: the legacy of slavery and the Jim Crow era; the formation of urban black ghettos; the civil rights reforms; the problems of poverty and unemployment; the problems of crime and other social problems; the problems of criminal justice; the continuing significance of race; the varied covert modern forms of racial discrimination; and the role of race in American politics.
Cross-Cultural Analysis (CC)
Inquiry into the Past (IP)
Counts toward Counts toward Africana Studies
Counts toward Counts toward Child and Family Studies

Back to top

EDUC B266 Schools in American Cities
Spring 2018
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. This is a Praxis II course (weekly fieldwork in a school required)
Cross-Cultural Analysis (CC)
Counts toward Counts toward Africana Studies
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Praxis Program

Back to top

EDUC B200 Critical Issues in Education
Spring 2018
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 exploring an interest in educational practice, theory, research, and policy. The course examines major issues and questions in education in the United States by investigating the purposes of education. Fieldwork in an area school required (eight visits, 1.5-2 hours per visit).
Cross-Cultural Analysis (CC)
Counts toward Africana Studies
Counts toward Child and Family Studies

Back to top

EDUC B210 Perspectives on Special Education
Fall 2017
The goal of this course is to introduce students to a range of topics, challenges, dilemmas, and strategies to understand and educate all learners--those considered typical learners as well as those considered "special" learners. Students will learn about: how students' learning profiles affect their ability to learn in school from a functional perspective; how and why students' educational experience is affected by education law (especially special education law); major issues in special education; and how to meet diverse students' needs in an inclusive classroom. Two hours of fieldwork per week required.
Cross-Cultural Analysis (CC)
Counts toward Child and Family Studies
Counts toward Praxis Program

Back to top

EDUC B266 Schools in American Cities
Spring 2018
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. This is a Praxis II course (weekly fieldwork in a school required)
Cross-Cultural Analysis (CC)
Counts toward Africana Studies
Counts toward Child and Family Studies
Counts toward Praxis Program

Back to top

EDUC B302 Practice Teaching Seminar
Spring 2018
Drawing on participants' diverse student teaching placements, this seminar invites exploration and analysis of ideas, perspectives and approaches to teaching at the middle and secondary levels. Taken concurrently with Practice Teaching. Open only to students engaged in practice teaching.
Counts toward Child and Family Studies

Back to top

EDUC B302 Practice Teaching Seminar
Spring 2018
Drawing on participants' diverse student teaching placements, this seminar invites exploration and analysis of ideas, perspectives and approaches to teaching at the middle and secondary levels. Taken concurrently with Practice Teaching. Open only to students engaged in practice teaching.
Counts toward Child and Family Studies

Back to top

ENGL B270 American Girl: Childhood in U.S. Literatures, 1690-1935
Spring 2018
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.
Critical Interpretation (CI)
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies

Back to top

PSYC B209 Abnormal Psychology
Not offered 2017-18
This course examines the experience, origins and consequences of psychological difficulties and problems. Among the questions we will explore are: What do we mean by abnormal behavior or psychopathology? What are the strengths and limitations of the ways in which psychopathology is assessed and classified? What are the major forms of psychopathology? How do psychologists study and treat psychopathology? How is psychopathology experienced by individuals? What causes psychological difficulties and what are their consequences? How do we integrate social, biological and psychological perspectives on the causes of psychopathology? Do psychological treatments (therapies) work? How do we study the effectiveness of psychology treatments? Prerequisite: Introductory Psychology (PSYC B105 or H100).
Course does not meet an Approach
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Health Studies

Back to top

PSYC B351 Developmental Psychopathology
Not offered 2017-18
This course will examine emotional and behavioral disorders of children and adolescents, including autism, attention deficit disorder, conduct disorder, phobias, obsessive-compulsive disorder, depression, anorexia, and schizophrenia. Major topics covered will include: contrasting models of psychopathology; empirical and categorical approaches to assessment and diagnosis; outcome of childhood disorders; risk, resilience, and prevention; and therapeutic approaches and their efficacy .Prerequisite: PSYC 206 or 209.
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Health Studies
Counts toward Counts toward Neuroscience

Back to top

PSYC B375 Movies and Madness: Abnormal Psychology Through Films
Fall 2017
This writing-intensive seminar (maximum enrollment = 16 students) deals with critical analysis of how various forms of psychopathology are depicted in films. The primary focus of the seminar will be evaluating the degree of correspondence between the cinematic presentation and current research knowledge about the disorder, taking into account the historical period in which the film was made. For example, we will discuss how accurately the symptoms of the disorder are presented and how representative the protagonist is of people who typically manifest this disorder based on current research. We will also address the theory of etiology of the disorder depicted in the film, including discussion of the relevant intellectual history in the period when the film was made and the prevailing accounts of psychopathology in that period. Another focus will be how the film portrays the course of the disorder and how it depicts treatment for the disorder. This cinematic presentation will be evaluated with respect to current research on treatment for the disorder as well as the historical context of prevailing treatment for the disorder at the time the film was made. Prerequisite: PSYC B209.
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Gender and Sexuality Studies
Counts toward Counts toward Film Studies

Back to top

ANTH B102 Introduction to Cultural Anthropology
Spring 2018
An introduction to the methods and theories of cultural anthropology in order to understand and explain cultural similarities and differences among contemporary societies.
Cross-Cultural Analysis (CC)
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Gender and Sexuality Studies
Counts toward Counts toward International Studies

Back to top

POLS B375 Gender, Work and Family
Not offered 2017-18
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.
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies

Back to top

PSYC B203 Educational Psychology
Fall 2017
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: PSYC B105 (Introductory Psychology)
Course does not meet an Approach
Counts toward Child and Family Studies
Counts toward Praxis Program

Back to top

PSYC B206 Developmental Psychology
Fall 2017
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: PSYC B105 or PSYC H100
Course does not meet an Approach
Counts toward Child and Family Studies

Back to top

PSYC B209 Abnormal Psychology
Not offered 2017-18
This course examines the experience, origins and consequences of psychological difficulties and problems. Among the questions we will explore are: What do we mean by abnormal behavior or psychopathology? What are the strengths and limitations of the ways in which psychopathology is assessed and classified? What are the major forms of psychopathology? How do psychologists study and treat psychopathology? How is psychopathology experienced by individuals? What causes psychological difficulties and what are their consequences? How do we integrate social, biological and psychological perspectives on the causes of psychopathology? Do psychological treatments (therapies) work? How do we study the effectiveness of psychology treatments? Prerequisite: Introductory Psychology (PSYC B105 or H100).
Course does not meet an Approach
Counts toward Child and Family Studies
Counts toward Health Studies

Back to top

PSYC B250 Autism Spectrum Disorders
Spring 2018
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 105).
Course does not meet an Approach
Counts toward Child and Family Studies

Back to top

PSYC B303 Portraits of Maladjustment in Classic Children's Novels
Spring 2018
This writing-intensive seminar (maximum enrollment = 16 students) .5 unit course deals with critical analysis of how various forms of psychological maladjustment and health are depicted in selected classic novels for children. Many such novels were written in the Victorian period. Long before developmental psychopathology was a scientific discipline, its main questions were insightfully probed by 19th and early 20th century novelists in books such as "The Secret Garden." In this course, each book will be analyzed for the literary devices used to portray healthy adjustment and maladjustment, the implicit theories of psychological causation captured in the narratives, and the ways the novelist depicts life experiences that bring about mental health and personal growth. Each book will be discussed in its historical/literary contexts, and compared with current views drawn from psychological research. The course integrates literary analysis of classic children's novels with important concepts derived from the field of developmental psychopathology.
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies
Counts toward Health Studies

Back to top

PSYC B322 Culture and Development
Spring 2018
This course focuses on adolescents and their families in cultural, social, and ecological contexts. Topics include family dynamics, parent-adolescent relationship, socioeconomic status, immigration, social change, and globalization. Prerequisites: PSYC 105, and PSYC 206 or PSYC 224.
Counts toward Child and Family Studies

Back to top

PSYC B351 Developmental Psychopathology
Not offered 2017-18
This course will examine emotional and behavioral disorders of children and adolescents, including autism, attention deficit disorder, conduct disorder, phobias, obsessive-compulsive disorder, depression, anorexia, and schizophrenia. Major topics covered will include: contrasting models of psychopathology; empirical and categorical approaches to assessment and diagnosis; outcome of childhood disorders; risk, resilience, and prevention; and therapeutic approaches and their efficacy .Prerequisite: PSYC 206 or 209.
Counts toward Child and Family Studies
Counts toward Health Studies
Counts toward Neuroscience

Back to top

PSYC B375 Movies and Madness: Abnormal Psychology Through Films
Fall 2017
This writing-intensive seminar (maximum enrollment = 16 students) deals with critical analysis of how various forms of psychopathology are depicted in films. The primary focus of the seminar will be evaluating the degree of correspondence between the cinematic presentation and current research knowledge about the disorder, taking into account the historical period in which the film was made. For example, we will discuss how accurately the symptoms of the disorder are presented and how representative the protagonist is of people who typically manifest this disorder based on current research. We will also address the theory of etiology of the disorder depicted in the film, including discussion of the relevant intellectual history in the period when the film was made and the prevailing accounts of psychopathology in that period. Another focus will be how the film portrays the course of the disorder and how it depicts treatment for the disorder. This cinematic presentation will be evaluated with respect to current research on treatment for the disorder as well as the historical context of prevailing treatment for the disorder at the time the film was made. Prerequisite: PSYC B209.
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies
Counts toward Film Studies

Back to top

SOCL B201 The Study of Gender in Society
Fall 2017
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.
Cross-Cultural Analysis (CC)
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies

Back to top

SOCL B217 The Family in Social Context
Spring 2018
The family represents a fundamental and ubiquitous institution in the social world, providing norms and conveying values. This course focuses on current sociological research, seeking to understand how modern American families have transformed due to complex structural and cultural forces. We will examine family change from historical, social, and demographic perspectives. After examining the images, ideals, and myths concerning families, we will address the central theme of diversity and change. In what ways can sociology explain and document these shifts? What influences do law, technology, and medicine have on the family? What are the results of evolving views of work, gender, and parenting on family structure and stability? Prerequisite of one Social Science Course
Cross-Cultural Analysis (CC)
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies

Back to top

SOCL B225 Women in Society
Spring 2018
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.
Cross-Cultural Analysis (CC)
Counts toward Africana Studies
Counts toward Child and Family Studies
Counts toward Gender and Sexuality Studies

Back to top

SOCL B229 Black America in Sociological Perspective
Not offered 2017-18
This course presents sociological perspectives on various issues affecting black America as a historically unique minority group in the United States: the legacy of slavery and the Jim Crow era; the formation of urban black ghettos; the civil rights reforms; the problems of poverty and unemployment; the problems of crime and other social problems; the problems of criminal justice; the continuing significance of race; the varied covert modern forms of racial discrimination; and the role of race in American politics.
Cross-Cultural Analysis (CC)
Inquiry into the Past (IP)
Counts toward Africana Studies
Counts toward Child and Family Studies

Back to top

SOCL B258 Sociology of Education
Fall 2017
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. Other topics include education and social selection, testing and tracking, and micro- and macro-explanations of differences in educational outcomes. This is a Praxis I I course; placements are in local schools.
Cross-Cultural Analysis (CC)
Counts toward Child and Family Studies
Counts toward Praxis Program

Back to top

EDUC B266 Schools in American Cities
Spring 2018
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. This is a Praxis II course (weekly fieldwork in a school required)
Cross-Cultural Analysis (CC)
Counts toward Counts toward Africana Studies
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Praxis Program

Back to top

POLS B375 Gender, Work and Family
Not offered 2017-18
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.
Counts toward Counts toward Child and Family Studies
Counts toward Counts toward Gender and Sexuality Studies

Back to top

 B554 The Social Determinants of Health and Health Equity

This main 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. "These inequities in health, avoidable health inequalities, arise because of the circumstances in which people grow, live, work, and age, and the systems put in place to deal with illness. The conditions in which people live and die are, in turn, shaped by political, social, and economic forces" (World Health Organization, Commission on Social Determinants of Health, 2008, Executive Summary). You will learn about the most recent findings, while critically examining the health disparities literature, debate the causes and consequences of social inequalities in health and the differential assumptions underlying various explanatory paradigms, and engage in meaningful dialogue regarding the processes through which these disparities in health occur. You will also analyze and discuss the strategies, policies, interventions and programs, across the whole of society, that have been designed to address the social determinants of health and improve health equity. Taking action to tackle these inequities - the huge and remediable differences in health between and within countries - is a matter of social justice.The recently released Institute of Medicine Report clearly documented the relationship between racial and ethnic disparities in health status and health care. In the report, David Williams and others set out the multidimensional nature of the problem between health disparities and health care, linking both to a myriad of conditions within the greater society. They noted that the reasons for health status disparities were complex and that in situations where individual risks were pronounced; those individual risks were also confounded by socioeconomic position and environmental health conditions. These and other risks factors associated with health and poor health, illustrate that racial and ethnic disparities in health status largely reflect differences in social, socioeconomic, and behavioral risk factors and environmental living conditions. (House and Williams, 2000 in Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, 2002, pp. 30). Healthcare is therefore necessary but insufficient in and of itself to redress racial and ethnic disparities in health status (Williams, 1999 in Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care, 2002, pp. 30).
Counts toward Child and Family Studies
Counts toward Health Studies

Back to top

 B559 Family Therapy: Theory and Practice
Fall 2017, Spring 2018
This seminar considers contemporary theories of family therapy within a historical perspective. Building on approaches associated with communication, inter-actional, structural, intergenerational, feminist, symbolic and psychodynamic theories, the seminar emphasizes practitioner decision-making in family treatment. Experiential learning methods utilizing practice simulations and videotapes are used to focus on a range of social work practice issues including family developmental stages, economic strains, single parent, minority and multi-problem families. Students who have not completed Foundation Practice and the first semester of practicum must have the instructor's permission to take this course..
Counts toward Child and Family Studies

Back to top

 B565 Clinical Social Work Practice with Children & Adolescents
Fall 2017
The purpose of this course is to introduce students to some of the theoretical and practice issues related to adapting the clinical social work process to work with children and adolescents. Work in the course will concentrate on a social work framework that stresses the complexity of the person-environment transactions and emphasizes strengths and competencies
Counts toward Child and Family Studies

Back to top

 B574 Child Welfare Policy, Practice & Research
Spring 2018
This course examines social policies and interventions that address problems of child abuse, neglect, and abandonment. First, child maltreatment and dependency are considered in historical, cross-national, and political contexts. Then, theories and research on the causes and consequences of child maltreatment 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.
Counts toward Child and Family Studies

Back to top