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Course Criteria
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3.00 Credits
The application of psychological theory and research to teaching and learning in educational settings. Draws on theories from a variety of disciplines including social, cognitive and developmental psychology. Topics will include learning, instruction, intelligence, creativity, motivation, communication, cultural influences, developmentally appropriate practice and assessment. Emphasis on empirical evidence from psychology and education. Prerequisite, 280/201. Burr.
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3.00 Credits
Equips students with skills needed to confirm the clinical efficacy of interventions by subjecting them to experimental evaluation using single-subject designs. Students will learn to develop valid and reliable systems for measuring behavior, to display data using popular and accessible graphing software, and to assess for orderly changes in behavior through visual inspection and interpretation of graphic data. Prerequisite, 280/201 if the course is to count toward the concentration or minor. Open only to participants in the Cooperative Educational Program at the New England Center for Children. The Department.
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3.00 Credits
Provides students with a comprehensive review of empirically supported behavioral teaching procedures for individuals with autism and related disabilities. Topics will focus on teaching skills in a variety of content areas such as language, social, and self-help. Procedures for teaching these include, match-to-sample discrimination training, task analysis, as well as prompting procedures including prompt fading and video modeling. Prerequisite, 280/201 if the course is to count toward the concentration or minor. Open only to participants in the Cooperative Educational Program at the New England Center for Children. The Department.
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3.00 Credits
Seminar in psychological services combined with eight to 10 hours per week of field study in one of several cooperating local agencies and schools. Extensive written project addressing theoretical issues relevant to field work. Topics include methods in provision of psychological, educational and applied services, and methodological and ethical issues in psychotherapy, counseling and educational psychology. Prerequisite, three courses in psychology and departmental permission. Open to juniors and seniors. Maximum enrollment, 8. Morris.
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3.00 Credits
Analysis of the values and choices central in the democratic policy-making process with a focus on political institutions, with an emphasis on presidential leadership and how complex systems of governance actually function. Also looks at ethical and global implications of policy making to trace some of the principle tensions in democratic public policy making. Utilizes several case studies that exam the political implications of policy decisions. (Writing-intensive.) Prerequisite, one 200-level course in American politics. (Same as Government 314.) Maximum enrollment, 20.
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3.00 Credits
Recently, scholars and policy experts have stressed the importance of "sustainability" in addressing longstanding social and economic issues that have plagued American cities. For some, sustainability means "right-sizing" cities, controlling consumption and converting to green infrastructure. For others, it means developing durable economic and political institutions that can withstand exogenous shocks. Explores the broad theme of urban sustainability by requiring students to conduct original research projects on the topic. Prerequisite, one course in sociology or consent of instructor. (Same as Sociology 332.) Maximum enrollment, 12.
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3.00 Credits
What is human happiness? What factors increase or decrease it? Why are some countries and cultures happier than others? How can government policies promote happiness? This course considers:
-- the nature of happiness from the major philosophical traditions, --the cognitive biases that impede our ability to maximize happiness, --the empirical literature on subjective well-being from the fields of economics, political science, and psychology, --recent trends in capitalist societies and their effects on happiness, and --government policies that might improve human happiness. (Quantitative and Symbolic Reasoning.) Prerequisite, One course in statistics, from any discipline. (Same as Government 247.) Wyckoff.
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3.00 Credits
The study of policy analysis using and comparing a variety of disciplinary and analytic traditions. Consideration of controversies over particular policies at the national and local level and the premises underlying them. Examination of methods and principles used in formulating and evaluating public policy. (Quantitative and Symbolic Reasoning.) Prerequisite, Economics 101. Open to seniors with consent of instructor. (Same as Economics 251 and Government 251.) Anechiarico.
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3.00 Credits
The application of theories and methods of evaluation, design and implementation in an intensive study of a significant problem of public policy. Emphasis on skills of analysis, writing and group problem-solving. Coursework may be supplemented by field work as well as participation by scholars and practitioners sponsored by the Arthur Levitt Public Affairs Center. (Writing-intensive.) Prerequisite, 251. (Same as Government 382.) Maximum enrollment, 20. Milstein.
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3.00 Credits
For Native Americans, myths are important not just as sacred narratives tied to indigenous customs, but also as manipulative tales outsiders have used to control Native peoples. Students examine latent stereotypes and manifest lies about the Native cultures and peoples of the Americas, the devotional ideologies they represent, the political roles they play and indigenous responses they inspire. The course engages indigenous politics in North, Middle and South America through an unorthodox study of history, religion, science and popular culture. (Same as American Studies 106.)
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