A&S IQ: HUM EN: H

N/A

-T-R---

10:00A-11:20A

TBA

Ridolfi

Paper/Project/TakeHome

Actions:

-T-R---

8:30A-9:50A

Seigle / 304

Lyndsie Schultz

Paper

Actions:

M------

2:30P-5:20P

TBA

Kelly Harris

Project

Actions:

-T-R---

4:00P-5:20P

Simon / 018

April Warren-Grice

No final

Actions:

Education, Childhood, Adolescence, and Society

L66 ChSt 313B

This course examines the social and developmental experiences of children and adolescents at the national and international level. Readings will focus on the development of children and adolescents from historical, sociological, psychological, and political perspectives. Students will examine how both internal and external forces impact the developmental stages of children and adolescents. Students will investigate the issues that impact children and adults such as poverty, war, media, schooling, and changes in family structure. Students will explore some of the issues surrounding the education of children such as the effects of high quality preschool on the lives of children from low income families and the connection between poverty and educational achievement. Students will focus on the efficacy of the "safety nets" that are intended to address issues such as nutrition, health, violence, and abuse. Throughout the course, students will review and critique national and international public policy that is designed to address the needs of children and their families throughout the educational process. Undergraduates must enroll in Educ. 313B, while graduate students must enroll in 513B.

A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S

L12 313B L12 513B L98 3130

M-W----

1:00P-2:20P

Eads / 116

Sarah Lillo Kang

Paper/Project/TakeHome

Actions:

Sociolinguistics, Literacies, Schools, and Communities

L66 ChSt 3140

Literacy learning and development within a thriving community requires attention to the linguistic, cultural, and economic diversity of students. Within an era of state standardization and accountability, it is imperative to use a systems approach in education that unites homes, schools, and communities. Differentiating instruction to meet the needs of all students, including English Language Learners (ELLs) and other traditionally marginalized groups of students, is essential. This course will introduce students to sociocultural theories of literacy across settings. It will prepare students to analyze how race, ethnicity, class, gender, and language influence the development of literacy skills. We will develop a multifaceted view of literacy that is embedded within culture and acknowledges the influences of social institutions and conditions. Incorporates strategies for individual student needs based on background and prior experiences to deliver differentiated instruction and teaches students to set learning goals. Undergraduates must enroll in Educ. 314, while graduate students must enroll in Educ. 5114.

A&S IQ: HUM, SC, SD Art: HUM BU: BA EN: H

L12 314 L12 5114 L18 3141 L98 314S

-T-----

4:30P-7:20P

Mallinckrodt / 305

Angela Kelly, Jennifer Riesenmy

Paper

Actions:

Topics in American Literature: Girls' Fiction

L66 ChSt 316W

Little Goody Two Shoes taught morality and the alphabet to the poor children of her village and eventually rode in a coach and six; Nancy Drew drove a blue roadster (later a convertible and still later a hybrid) while solving crimes and bringing justice to the town of River Heights. Between these two landmark characters lie the two and a half centuries of rich and diverse fiction for girls that will be at the center of this writing-intensive course. After grounding our studies by reading selected works from the eighteenth and nineteenth centuries, we will concentrate on twentieth-century productions, beginning with the surprisingly progressive serial fiction produced by the Stratemeyer Syndicate and others in the early 1900s. (Titles such as The Motor Girls, The Moving Picture Girls, and The Outdoor Girls advertise the series´ departure from domestic settings.) Throughout our study of both popular and classic texts, we will investigate the social, political and familial roles for girls that the texts imagine. Major genres will include mysteries, frontier fiction, career fiction, domestic fiction, school stories, and fantasy. Authors will include Newbery, Alcott, Montgomery, Wilder, Lindgren, L'Engle, and "Carolyn Keene." Writing Intensive. Satisfies the Twentieth Century and later requirement.

A&S IQ: HUM, WI Arch: HUM Art: HUM BU: HUM EN: H UColl: ENL

L14 316W L77 3121 L98 3121

-T-R---

1:00P-2:20P

TBA

Pawl

No final

Actions:

-T-R---

4:00P-5:20P

TBA

Pawl

No final

Actions:

Topics in American Literature: The Cultural History of the American Teenager

L66 ChSt 318

This course will explore the recent history of the teenager in the United States, from the rise of teen culture in the 1950s to the current state of adolescence in the new century. Why have so many novels and films memorialized adolescence? How has the period of development been portrayed in recent American fiction? How have depictions and attitudes toward teen culture changed over the past fifty years? We will begin with J.D. Salinger's classic novel of adolescence alienation, "The Catcher in the Rye," a book that in many ways helped initiate the rise of the youth movement in the 1950s and 60s. From there, we will read a series of novels and historical studies that will trace the changes in teen culture that have occurred over the past half century. Our class will also consider a few films, such as "Rebel Without a Cause" and "Dazed and Confused," which have helped shape our conception of the American teenager. Ultimately, we will question what these depictions of teen culture can tell us about larger trends and concerns in American life. Possible readings include Judy Blume's "Forever," Celeste Ng's "Everything I Never Told You," and Colson Whitehead's "Sag Harbor." Satisfies the Twentieth Century and later requirement

A&S IQ: HUM Arch: HUM Art: HUM BU: HUM EN: H

-T-R---

11:30A-12:50P

TBA

Shipe

Paper/Project/TakeHome

Actions:

There are few institutions that nearly all Americans pass through, and schools are one of them; around fifty million students are enrolled in preK-12 schooling in the United States. As such, schools are an institution deserving of rigorous scrutiny and careful interrogation. But in studying K- 12 schools, we are in fact attending to a multitude of things - competing visions of and purposes for schools, and disparate experiences of accessing and navigating education that are widely divergent along axes of inequality. In this course, which will be conducted as a discussion-based seminar, we will engage with texts examining the enterprise of education from varied vantage points, but always through a sociological lens. We'll discuss the varied purposes theorists and practitioners envision for schools, and the extent to which schools live up to those ideals. We'll talk at length about how schools are a microcosm of many of the inequalities we see in the broader society, looking at issues of race, class, gender, and place. By taking a sociological lens to studying education, we'll learn a language and facility for rooting discussion of issues in education in theoretical grounding and empirical evidence. In so doing, students will develop the capacity to more critically assess scholarly research and public discourses on education, as well as their own experiences. Prerequisite: Completion of any 1000, 2000, or 3000-level Education course, graduate standing, or permission of instructor. Enrollment note: All students are enrolled onto the waitlist. Priority is given to Department of Education majors, minors, and graduate students. Undergraduate students must enroll in Educ. 453B and graduate students must enroll in Educ. 5530

L66 ChSt 453B

Sociology of Education

A&S IQ: SC, SD, SSC Arch: SSC Art: SSC BU: BA, ETH EN: S

L12 453B L12 5530 L18 453 L40 4750 L40 5530 L98 453

Frequency:

Every Semester / History

--W----

2:30P-5:20P

TBA

Nadirah Farah Foley

Paper

Desc:

Waits managed by department

Actions:

Construction and Experience of Black Adolescence

Waits managed by dept.

L66 ChSt 461B

This course investigates Black adolescence as a complex social, psychological, cultural and political phenomenon that has implications for research and policy impacting Black youths' life outcomes. Utilizing a Human Development approach, students will first examine adolescence as a biopsychosocial developmental period through reading texts drawn from psychology, sociology and anthropology. Students will then investigate how context shapes developmental trajectories, with a strengths-based focus on the varied nature of risk, coping and meaning making for Black adolescents. Here, students will have an opportunity to discern and discuss how social science research and public policy have and have not engaged the needs and interests of Black youths and families over time and explore approaches that center healthy development as a primary outcome. The course will provide an opportunity to interrogate constructs of adolescence from a global perspective, utilizing film, social media and image building to explore the variability and commonalities of the lived experiences of Black adolescents across the African diaspora.

A&S IQ: SSC Arch: SSC Art: SSC BU: BA EN: S UColl: ACS, SSC

L90 461B L12 461B L18 461B L90 5610 L98 461B

Frequency:

Every 2 Years / History

--W----

3:00P-5:50P

Seigle / L004

Nichols Lodato

Paper/Project/TakeHome

Desc:

For AFAS Majors, this course counts as Area Requirement 2.

Actions: