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Course Criteria
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3.00 Credits
Prerequisite: SC101, SC102. Restricted to juniors and seniors. Studies the naturally-occurring activities in which people participate during their day-to-day living. Topics include behavior in public places, such as maintenance of pri- vacy and personal space; forms of social interaction, such as queuing and ordinary conversation; and the social construction of meaning. Emphasizes students' ability to observe, describe, and analyze the social organi- zation of the world in which they live. Students video- tape and/or audiotape for class assignments. Seminar format with enrollment limited to 15 students.
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3.00 Credits
Prerequisite: SC101 and SC102 or SC210. Restricted to jun- iors and seniors. Examines psychosocial and behavioral factors which contribute to health and illness and influ- ence the ways that medical care is delivered. Etiological factors studied include stress and coping, health pro- motion behaviors such as diet and exercise, and disease causation factors such as use of legal and illicit substances. Examines how knowledge regarding these factors can287 be applied in a medical care context, including how health care providers can help patients achieve behavior change. Special emphasis is put on the role of health care providers in helping patients to manage chronic diseases such as diabetes and cardiovascular disease. Seminar format with enrollment limited to 15 students.
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3.00 Credits
Prerequisite: SC101, SC102 or SC210. A seminar organized around the themes of gender, race, class, and sexuality that is designed to familiarize students with the theory and methods of studying these categories. The focus is on how these categories are socially constructed. Particu- lar attention is paid to privilege, economics, historical and legal contexts, and systems that operate to perpetu- ate these categories. Throughout, the course relies on the voices of individuals to tell their stories via readings, personal interactions, and class visits. Seminar format with enrollment limited to 15 students. Counts toward Gender Studies minor.
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3.00 Credits
Prerequisite: SC101, SC102. Restricted to juniors and seniors. This seminar is divided into two parts. The first part of the semester examines the adequacy of traditional approaches to deviance in explaining the deviance of females. The second part focuses on selected problem areas: women and violence, substance abuse, and sexual deviance. Seminar format with enrollment limited to 15 stu- dents. Counts toward Gender Studies minor.
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3.00 Credits
Prerequisite: SC101 and SC102 or completion of two social science core courses. Restricted to juniors and seniors. Globaliza- tion has become a favorite topic of the late twentieth cen- tury, as technological revolutions during recent decades, combined with the collapse of communism in central and eastern Europe, have profoundly expanded the con- nections among the world's people. Any educated per- son in the twenty-first century will need to think globally, and this course explores the possibilities. Similarities and differences among societies are examined, along with the argument that a global social system is emerg- ing. Seminar format with enrollment limited to 15 students.
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3.00 Credits
Prerequisite: SC101 or SC210. Familiarizes students with the theory and methods of studying race, class, and gen- der. The focus is on the social construction of these categories, particularly the role of privilege, economics, historical and legal contexts, and other systems that operate to perpetuate them. Individual voices inform students via readings, personal interactions, and class visits. Seminar format with enrollment limited to 15 students. Counts toward Gender Studies minor.
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3.00 Credits
Prerequisite: SC101, SC102. Restricted to juniors and seniors. A critical examination of the character and origins of ethnic and racial conflict in American cities. Students explore cultural, social, and political factors associated with competition and violence between and within these communities. Topics discussed include intergroup vio- lence, political contest and coalition building, welfare reform, housing opportunities, economic restructuring, drug warfare, and school desegregation. Seminar format with enrollment limited to 15 students. Counts toward American Studies minor.
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3.00 Credits
Prerequisite: ED202, SE496. Emphasizes the benefits of and methods for differentiating curriculum across three domains: curriculum content, instructional processes, and student products. Students develop unit and lesson plans to differentiate across the three domains to address differences in student readiness, learning styles, and student interests. A variety of instructional and manage- ment strategies for differentiation are examined includ- ing curriculum compacting, independent projects, interest groups, tiered assignments, flexible skills group- ing, and learning centers. Students are expected to select, develop, adapt, and evaluate curriculum materials and technology to address cognitive, social, affective, and psychomotor characteristics of diverse learners.
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3.00 Credits
Prerequisite: SE496. Students demonstrate understanding of the principles, ethics, and limitations of assessment, as well as the process of special education eligibility, progress evaluation, and dismissal. Students demonstrate understanding and knowledge of various formal and informal assessment instruments, their administration, and their interpretation. Students construct goals and objectives for students with learning and behavior prob- lems by using assessment information and input from parents and other professionals. Students design adapta- tions and accommodations to meet unique needs. Empha- sis is placed on linking assessment information to the designing of appropriate instructional programs that meet the unique needs of children with disabilities.321
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3.00 Credits
Prerequisite: SE496. Students become familiar with par- ents' needs and concerns and demonstrate the ability to communicate with parents, as well as assist and encour- age them to become active participants in the educational process. Students demonstrate understanding of parent rights, ethical concerns, and professional practices. Stu- dents explain the various roles and responsibilities of special and regular educators, other professionals, and parents. Students demonstrate the principles and tech- niques of collaboration and consultation necessary to work effectively with interdisciplinary teams as well as the ability to use various models of service delivery includ- ing inclusive education, resource services, team teaching, consultation, and itinerant programming.
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