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Course Criteria
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1.00 Credits
This course will present a general overview of the historical, socio-cultural, academic, and political issues that provide context for the use and availability of adolescent literature today. Particular attention is paid to issues of reading engagement for striving adolescent readers, issues of access to literacy through adolescent literature, ways that adolescent literature can be paired with the classics, and issues of censorship in American public school classrooms and public libraries. Several special guests from public schools, non-profit organizations, and libraries will join us literally and virtually to add to our perspectives on the debates surrounding adolescent literature.
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1.00 Credits
Designed for sophomores or juniors concentrating in education studies, but also open to other undergraduates interested in qualitative research methods. Through readings, class exercises and discussions, and written assignments, examines issues related to the nature of the qualitative research methods that are commonly used in education, psychology, anthropology, and sociology. Enrollment limited to 20.
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1.00 Credits
Introduction to the key ideas underlying statistical and quantitative reasoning. A hands-on pedagogical approach utilizing examples from education research and public policy analysis. Topics include the fundamentals of probability, descriptive and summary statistics, statistical inference, bivariate and multivariate regression, correlation, and analysis of variance. Computer-based data analysis reinforces statistical concepts. Enrollment limited to 24.
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1.00 Credits
How do we attract good teachers to public schools? What are the economic returns to early-childhood intervention programs? These are just two examples of important education policy questions. This course introduces key concepts of microeconomic theory and uses them to analyze these and other policy questions. Organized around a structured sequence of readings. First year students require instructor permission. WRIT
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1.00 Credits
Changes in the economy have had dramatic negative consequences for those without a college degree. This seminar explores the impact of these changes on workplace organization and the demand for skills, on what is taught in schools, and on school reform. Prerequisites: Education and PP concentrators, EDUC 1130 and EDUC 1110 (or equivalent); Economics concentrators, ECON 1110 or ECON 1130, and ECON 1620. Enrollment limited to 20.
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1.00 Credits
Does a GED improve the earnings of dropouts? Do stricter gun laws prevent violent crime? Such "causal" questions lie at the heart of public policy decisions. This course examines both the difficulties involved in answering causal policy questions, and research designs that can overcome these difficulties. Prerequisite: EDUC 1110, POLS 1600, ECON 1630, SOC 1100 or equivalent. Enrollment limited to 32.
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1.00 Credits
Examines a century of efforts to improve schooling in the U.S., from John Dewey to Theodore Sizer and E.D. Hirsch, from "social efficiency" to charter schools and performance-based standards. How have these movements been affected by the historical contexts in which they operated? Have they produced any lasting results? How, if at all, should current reform movements be informed by the experiences of the past? Enrollment limited to 40.
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1.00 Credits
Designed to introduce students to the many forms of "education" across the life-span and in different cultures, this course will call on students to step beyond their own schooling. Of particular importance will be the uses of materials, experts, space and time in different educational settings. Film and print materials will allow students to rethink the idea of "learner" and "teacher" in terms of varying needs, goals, and situations.
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1.00 Credits
Provides an understanding of the role of emotions in influencing cognitive and social development. Reviews selected topics in the growing area of emotions and social cognition. Discussions focus on critical reviews of the literature and the application of the literature to education. Basic knowledge of the area is not assumed, so students in various areas are invited to participate.
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