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Course Criteria
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3.00 Credits
This course reviews competing theories of urban development, especially their ability to explain the changing nature of cities under the impact of advanced industrialism. Analysis includes a consideration of emerging metropolitan regions, the microstructure of local neighborhoods, and the limitations of the past U.S. experience as a way of developing worldwide urban policy. O. McRoberts. Spring.
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3.00 Credits
This course examines the evolution of social welfare provisions in American society. Special emphasis is placed on who is helped and who is not, in what forms, under what auspices, and with what goals. The changing nature of helping is analyzed with particular attention to the changing role of the state. Topics include provisions for the poor, for children and families, and for the mentally ill. Comparisons are made with other industrialized countries. H. Richman. Spring.
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3.00 Credits
This course focuses on communities, families, and the organization of schools. It emphasizes historical, anthropological, and sociological perspectives as students explore questions about why we have public schools, why they are organized as they are (especially in urban contexts), and how these institutions might be reformed. The topics covered represent essential intellectual perspectives for any professional who seeks to work in an urban school context. This course has been designed to afford students with multiple analytic lenses to complement and integrate students' field experiences, tutoring work, and "soul strand" reflections across the year. The course project requires students to use what they have learned to conduct an in-depth school stud y. Autumn
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3.00 Credits
PQ: Consent of instructor and concurrent registration in SOSC 25504. These courses must be taken in sequence during the same academic year. Credit for each quarter is granted if all three courses are completed successfully. This is a yearlong sequence on the foundations of education in urban contexts. Autumn, Winter, Spring.
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3.00 Credits
The focus of this course is the child, and the course provides a variety of lenses through which to look at children. Using the rich professional resources of the Center for Urban School Improvement and the University of Chicago Charter School, students are introduced to approaches to observing children for different purposes; the prominent, and sometimes contradictory, theories of learning and child development; what we know about motivation and engagement and implication for the classroom; and the sociocultural contexts that influence both student performance and the way we look at children. Each section of the course includes an observation assignment that builds towards the final assignment of producing a study of a schoolchild that the student has tutored. Winter.
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3.00 Credits
In this course, students not only survey philosophies of education but also participate in philosophy by engaging in the kind of questions to which philosophers seek answers. The guide is John Dewey, the philosopher who has left the deepest stamp on the University of Chicago in general and the Urban Teacher Preparation Program (UTEP) in particular. This course includes a look at the work of Dewey, his contemporary counterparts, and his critics. Students also explore the influence of philosophy on teaching and learning, especially as it pertains to curriculum. For the final assignment, students conduct a teacher study and revise their own philosophy in light of the course readings and discussions. Spring.
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3.00 Credits
PQ: Consent of instructor and concurrent registration in SOSC 25501-25502-25503. Open only to UTEP students. This course lasts for the entire first year of the Urban Teacher Education Program (UTEP) and directly supports the clinical work of tutoring three elementary students. The objectives of this course are to help students gain an understanding of the ways in which children approach literacy-related tasks and to have an initial experience with some elements of the Balanced Literacy Framework. Through tutoring experiences and course work, students are introduced to a variety of instructional and assessment strategies related to literacy (e.g., STEP assessment, running records, guided reading) with an emphasis on using data to support instructional decisions. Students are required to document each tutoring lesson and communicate with both parents and teachers regarding student progress. Sessions are organized around a case study format as well as observations and video of exemplary practice. Student video is shared and analyzed. Autumn, Winter, Spring.
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3.00 Credits
Taking these courses in sequence is not required. This sequence meets the general education requirement in civilization studies. This course introduces the history and cultures of Latin America (e.g., Mexico, Central America, South America, Caribbean Islands). Autumn Quarter examines the origins of civilizations in Latin America with a focus on the political, social, and cultural features of the major pre-Columbian civilizations of the Maya, Inca, and Aztec. The quarter concludes with consideration of the Spanish and Portuguese conquest and the construction of colonial societies in Latin America. Winter Quarter addresses the evolution of colonial societies, the wars of independence, and the emergence of Latin American nation-states in the changing international context of the nineteenth century. Spring Quarter focuses on the twentieth century, with special emphasis on the challenges of economic, political, and social development in the region. This course is offered every year. Autumn, Winter, Spring.
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3.00 Credits
PQ: Third- or fourth-year standing. This course does not meet requirements for the biological sciences major. Few of our policymakers are experts in economics, agronomy, food science, and molecular biology, yet all of these disciplines are essential for developing strategies to end world hunger. Choosing one country as a test case, we look at the history, politics, governmental structure, population demographics, and agricultural challenges. We then study the theory of world markets, global trade, and microeconomics of developing nations, as well as the promise and limitation of traditional breeding and biotechnology. J. Malamy. Spring.
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