May 10, 2024

Catalogue 2017-2018

Catalogue 2017-2018 [ARCHIVED CATALOG]

Course Descriptions

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Art: III. Advanced
	ART 300 - Senior Essay Preparation Semester Offered: Fall or Spring 0.5 unit(s) Prerequisite(s): permission of the Chair of the Art Department. Optional. Regular meetings with a faculty member to prepare an annotated bibliography and thesis statement for the senior essay. Course must be scheduled in the semester prior to the writing of the senior essay. Credit given only upon completion of the senior essay. Ungraded.
	ART 301 - Senior Project Semester Offered: Fall or Spring 1 unit(s) Supervised independent research culminating in a written essay or a supervised independent project in studio art.
	ART 312 - Critical Readings in Art History 0.5 unit(s) This half-unit course investigates the history of art history, its changing methods, and its evolving theories. Interdisciplinary by nature, art history has roots and tributaries in many fields of knowledge and practice: philosophy, museology, social history, architectural theory, and others. Each year the course explores a different set of transformative episodes in the history of the discipline. Readings, focus, and instructors will change from year to year. Topic for 2016/17b: Radical Turning Points. The work of Erwin Panofsky, Aby Warburg, André Malraux, Walter Benjamin, Henri Focillon, Meyer Schapiro, T. J. Clark and Linda Nochlin will be studied. Prerequisite(s): ART 105 , ART 106 , or permission of the Instructor. First six-week course. Not offered in 2017/18. One 2-hour period.
	ART 314 - Seminar in Ancient Art Semester Offered: Spring 1 unit(s) (Same as GRST 314 and URBS 314 ) Topic for 2017/18b: Pompeii: Public and Private Life. The volcanic eruption of Vesuvius in A.D. 79 blotted out life in Pompeii, but the Roman town lives on as a study site and tourist attraction. Its urban development with grand theaters and amphitheaters alongside of taverns and brothels exemplifies high and low Roman culture. The homes of private citizens demonstrate intense social competition in their scale, grounds, and the Greek myths painted on walls. Pompeii gave shape to the world of Roman citizens and others through its raucous street life and gleaming monumental centers. Eve D’Ambra. Prerequisite(s): permission of the instructor. One 2-hour period.
	ART 318 - Object of Devotion, Object of Display: Exhibiting Sacred Art in Secular Space Semester Offered: Spring 1 unit(s) In 2017 the Loeb Art Center acquired a rare Christian liturgical object, a thirteenth century enamel and gilt dove, one of only a few dozen such objects in existence. It was designed to contain something far more precious than the scintillating French reliquaries from Limoges that it resembles: the Eucharistic wafer, God himself. Students participate directly in the creation of an exhibition opening in May 2018 that has as its goal to introduce this little known object to the world. In anticipation of the exhibition, we survey the world of art collection, from the curiosity cabinets of the Renaissance to the contemporary museum. As we explore philosophies of both private and institutional collecting (including that of the college and university art museum) the Frances Lehman Loeb Art Center serves as our primary point of reference for a range of topics, such as the museum’s role in art historical scholarship and public education, its acquisition procedures, the promises and perils of representations, particularly digital, of artworks, and the challenges to the security, quality or integrity of its collections posed by theft, by the traffic in fakes and forgeries, or the movement to repatriate antiquities to their country of origin. Assignments include readings and group discussions, individual research projects, and field trips to local museums (including those in New York City) to study various approaches to museum architecture and installation. Prerequisite(s): ART 105 , 106 and permission of the instructor. One 2-hour period and periodic field trips to regional museums on Fridays.
	ART 320 - Seminar in Medieval Art Semester Offered: Spring 1 unit(s) Topic for 2017/18b: The Art and Architecture of the Pilgrimage Roads. The mindset of the pilgrim, the universal human desire to seek the transcendent through a spiritual or physical voyage, is inscribed from the very start, and at the deepest level, in the Christian faith. It is the physical manifestation of this desire that we study in this seminar: the art and architecture created to honor the saints whose tangible remains on earth, it was believed, retained miraculous powers; created to inspire, instruct, and some would say control those that came to venerate them. We begin in Jerusalem, where Christian pilgrimage, considered as an industry, began, and move to Rome, the site of the tombs of the apostles Peter and Paul. We examine the pilgrimage which, beginning in the eleventh century, supplanted those of both Jerusalem and Rome: the road to the tomb of the Apostle James in Santiago de Compostela. We conclude by considering the cult of the unlikely martyr Thomas Becket at Canterbury, and then embark upon a pilgrimage of our own: to the shrine of Saint Frances Cabrini and to the Cloisters Museum in New York. Andrew Tallon. Prerequisite(s): permission of the instructor. Not offered in 2017/18 One 2-hour period.
	ART 324 - Representing Architecture 1 unit(s) We consider the built world from the vantage point of its three protagonists: designer, builder, and client, from the dawn of time to the present. We consider their search for a language, whether verbal or visual, to represent architecture. We devote particular attention to the promises and perils of the dominant conventions of plan, section and elevation and the ways in which each has shaped the design and historiography of great buildings, past and present. And we look forward, to wonder where the latest experiments in multidimensional and immersive visualization might be applied. Each seminar member selects a key building and documents and interprets its representational history. Andrew Tallon. Prerequisite(s): 1) ART 105 -ART 106 ; 2) at least one of the following courses: ART 170 , 211 , 215 , 220 , 270 , 271 , 272 , 273 , 275 , or 279 ; 3) permission of the instructor. Not offered in 2017/18 Two 2-hour periods.
	ART 331 - Seminar in Northern Art Semester Offered: Fall 1 unit(s) Topic for 2017/18a: Master Printmakers: Dürer and Rembrandt. This seminar investigates the origins and development of printmaking and a European print culture during the Renaissance and Baroque periods, with primary focus on the medium’s greatest innovators: Albrecht Dürer and Rembrandt van Rijn. Student presentations center upon original engravings and etchings in the Frances Lehman Loeb Art Center. The course includes one field trip to the Print Room at the Metropolitan Museum in New York. Susan Kuretsky. Prerequisite: permission of the instructor One 2-hour period.
	ART 332 - Seminar in Italian Renaissance Art 1 unit(s) Reconsidering Raphael. Raphael devised new modes of designing and making art that changed the course of western visual culture. He has long been known as “the prince of painters,” but this label ignores the astonishing range of his activities: Raphael was also an accomplished architect, landscape designer, archeologist, draftsman, and designer of prints and tapestries. And despite his reputation as a cool classicist, he actually worked in an astonishing variety of styles and modes. This seminar reconsiders Raphael’s extraordinary career, taking a comprehensive view of his varied projects. We also examine his writings and his close collaborations with literary figures including Baldassare Castiglione, addressing the relation of text and image in Renaissance creative processes. This holistic approach allows a new appreciation of Raphael’s brilliance and originality, and the reasons his works served as models for artists down to modernism. Yvonne Elet. Prerequisite(s): permission of the instructor. Not offered in 2017/18. One 2-hour period.
	ART 333 - The Art of the Garden in Early Modern Italy Semester Offered: Spring 1 unit(s) Changing attitudes toward the relationship between art and nature were played out in the design of Italian villas and gardens, c. 1450- c. 1650. These large-scale estates generated by renowned architects and patrons established models for the Western landscape tradition. Their designs for buildings, hardscaping, plantings, waterworks, and decorations blurred distinctions among art, architecture and landscape, as well as between indoors and outdoors; city and country; and nature and artifice. We examine sites from Tuscany, Rome, the Veneto, and Naples, considering the inheritance of ancient Roman, medieval, and Islamic landscape traditions, and the later reception of Italian planning in France and England. We also explore the impact of new flora and fauna brought to Europe in the age of overseas exploration, trade, and conquest, as well as changing patterns of collecting and display. Readings explore villa ideology, the relation between city and country life, the garden as utopia, and human dominion over nature. During excursions to local landscapes, we experience the agency of the ambulatory spectator in constructing place and narrative, and consider the reception of the Italian garden in America. Yvonne Elet Prerequisite(s): permission of the instructor. Not offered in 2017/18. One 3-hour period.
	ART 358 - Seminar in Asian Art Semester Offered: Fall 1 unit(s) (Same as ASIA 358 ) Topic for 2017/18a: Art in China from 1900 to Today: Vision, Politics, and Globalism. This seminar offers an in-depth investigation of art in China from the early twentieth century to the present. We discuss a vast array of artistic media, from painting, printmaking, and sculpture, to popular imagery, photography, film, fashion, architecture and urban space. The course emphasizes careful visual analysis, supplemented by readings that examine the evolving circumstances in which artists in modern China have created their works. Issues we confront in the seminar include art’s role as an instrument of political authority, opposition, and subversion; artists’ experiments with technology and new media; and the rise of Chinese art as a global phenomenon, with attention to the complex and divergent realities of today’s China as envisioned by artists in the twenty-first century. Jin Xu. Contact the department for permission to register for the class. Prerequisite(s): permission of the instructor. One 2-hour period.
	ART 362 - Seminar in Nineteenth-Century Art Semester Offered: Fall 1 unit(s) Topic for 2017/18a: Ruskin, Baudelaire, and Art Criticism in XIX Century Europe. This seminar examines the art criticism and social opinions of John Ruskin and Charles Baudelaire, whose writings on English and French art and culture converged around the following issues: the instrumentality of nature in an industrial/urban society; the pleasures and tribulations of the commodity, fashion and femininity; the contesting claims of sensuality and morality in esthetic experience; and the nostalgia for the historical past. We explore how Ruskin and Baudelaire developed art criticism as a controversial medium for social and cultural commentary at the nexus of romanticism and modernism. Brian Lukacher. Prerequisite(s): permission of the instructor. One 2-hour period.
	ART 364 - Seminar in Twentieth Century and Contemporary Art Semester Offered: Fall 1 unit(s) (Same as MEDS 364 ) Topic for 2017/18a: The Moving Image: Between Video and Experimental Curating. Already by 1930 experimental film had tested the boundaries for the exhibition of works of art; when video built on that foundation thirty years later, the borders were again expanded. Moving image and radical exhibition formats would continue to evolve in tandem, becoming a succession of inspirations and experiments. The seminar studies these as theoretical, practical and perceptual questions posed in fact since the invention of cinema; case studies from past and present are compared; the seminar plans and executes curatorial experiments of its own. Molly Nesbit. Prerequisite(s): permission of the instructor One 2-hour period.
	ART 366 - Art and Activism in the United States 1 unit(s) (Same as AFRS 366 , AMST 366 , and WMST 366 ) Prerequisite(s): permission of the instructor. Not offered in 2017/18. One 2-hour period.
	ART 367 - Artists’ Books from the Women’s Studio Workshop 1 unit(s) (Same as AMST 367 and WMST 367 ) In this interdisciplinary seminar, we explore the limited edition artists’ books created through the Women’s Studio Workshop in Rosendale, New York. Founded in 1974, the Women’s Studio Workshop encourages the voice and vision of individual women artists, and women artists associated with the workshop have, since 1979, created over 180 hand-printed books using a variety of media, including hand-made paper, letterpress, silkscreen, photography, intaglio, and ceramics. Vassar College recently became an official repository for this vibrant collection which, in the words of the workshop’s co-founder, documents “the artistic activities of the longest continually operating women’s workspace in the country.” Working directly with the artists’ books, this seminar will meet in Vassar Library’s Special Collections and closely investigate the range of media, subject matter, and aesthetic sensibilities of the rare books, as well as their contexts and meanings. We will also travel to the Women’s Studio Workshop to experience firsthand the artistic process in an alternative space. Lisa Collins. Prerequisite(s): permission of the instructor. Not offered in 2017/18. One 2-hour period.
	ART 370 - Seminar in Architectural History Semester Offered: Fall 1 unit(s) (Same as URBS 370 ) Topic for 2017/18a: Post-War American Architecture. The course focuses on the career of the architect Gordon Bunshaft (1909–1990) and the architectural firm of Skidmore Owings & Merrill. We examine Bunshaft’s career in light of the development of the glass skyscraper (Lever House), the invention of the glass bank (Manufacturers Trust), and the creation of the corporate campus (Connecticut General) in post-World War II America. Nicholas Adams. Prerequisite(s): 200-level course in architectural history. One 3-hour period.
	ART 382 - Belle Ribicoff Seminar Semester Offered: Spring 0.5 unit(s) Topic for 2017/18b: Contemporary Issues in Curatorial Practice. What is the museum curator’s work in the 21st century? Since the turn of the last century, the curatorial profession in art museums has essentially been reinvented. This seminar explores how today’s collection caretakers interpret and present art, and for whom they do it. We consider the guidelines that curators are charged with following and the nature of their responsibilities–to the collections they oversee and to the directors and audiences they serve. In each of the six sessions, we critically examine the tools of the curatorial profession, from collection installations and acquisitions, to special exhibitions and programs. Using examples of specific museums and projects throughout, we additionally probe some of the controversies in which curators have recently found themselves embroiled. Teresa Carbone. Prerequisite(s): permission of the Chair of the Art Department. Please note: The April 13th session will be held in Manhattan at the Henry Luce Foundation offices, 51 Madison Avenue at 26th Street. Second six-week course. One 2-hour period.
	ART 385 - Seminar in American Art Semester Offered: Fall 1 unit(s) (Same as URBS 385 ) Topic for 2017/18b: The Visual and Material Culture of U.S. World’s Fairs, 1853-1939. From the mid-nineteenth through the mid-twentieth centuries, world’s fairs played a crucial role in facilitating the emergence of mass visual culture and shaping important developments in the fine arts, architecture, and urban design. Millions of visitors attended these immense global spectacles, wandering through the elaborate but temporary cities erected on the fairgrounds, in order to view public works of art and architecture, anthropological exhibitions, popular entertainments, and juried exhibitions of the latest cultural, scientific, and technological achievements. This interdisciplinary seminar focuses on the art, architecture, and techniques of display at major world’s fairs held in the United States, including New York (1853 and 1939), Philadelphia (1876), Chicago (1893), Buffalo (1901), St. Louis (1904), and San Francisco (1915). We consider how the visual and material culture of international expositions attempted to give form to (or, in some cases, subvert) a new social order during an era of rapid modernization, industrialization, and growing nationalism and imperialism. Prerequisite(s): permission of the instructor. One 2-hour period.
	ART 391 - Advanced Fieldwork in Art Education at Dia: Beacon Semester Offered: Fall and Spring 0.5 unit(s) The Dia: Beacon-Vassar College program offers a yearlong, immersive fieldwork experience for the study of the Dia collection in the context of the philosophical mission of Dia Art Foundation and its public programming. In the first term, interns focus on the ideas, work, and histories of the individual Dia artists, who were and continue to be some of the most ambitious and pioneering artists of the late 1960s through to the present day. Interns also study the latest advances in museum education: constructivist learning theories vis-à-vis the work of Jean Piaget, Lev Vygotsky, and John Dewey; their practical application in art museums; the research being done at other institutions, for example, Harvard University’s Project Zero. In the second term, interns draw from these perspectives in order to design and give tours to school groups, primarily from the Dutchess County public schools. Admission by special permission and limited to no more than 6 students with advanced coursework in contemporary art or education. Students must commit to working 6 hours each week at Dia on either Thursdays or Fridays from 10am - 4pm, with a lunch break, and occasional weekends in both the fall and spring terms. Interns report to the Dia:Beacon Arts Education Associate. Molly Nesbit. Prerequisite(s): students with advanced coursework in contemporary art or education. Six hours each week at Dia on either Thursdays or Fridays, 10:00 am - 4:00 pm.
	ART 399 - Senior Independent Work Semester Offered: Fall or Spring 0.5 to 1 unit(s) Open by permission of the instructor with the concurrence of the department adviser in the field of concentration. Not included in the minimum for the major.
Education: I. Introductory
	EDUC 136 - Early Childhood Education 0.5 unit(s) This course explores the “why” behind the components of a quality early childhood education learning environment. Drawing on research from early childhood education and developmental psychology, students explore the following topics: school, classroom and playground design; pedagogical methods; core curriculum components; guidance and discipline; the role of parents and families; models of inclusion and diversity; and interfacing with state agencies (e.g., licensing, health department). Observation at Wimpfheimer Nursery School is required. Julie Riess. First six-week course. Not offered 2017/2018. Two 75-minute periods.
	EDUC 155 - Building Inclusive Communities Semester Offered: Fall 0.5 unit(s) In response to tensions that arise annually in residential spaces related to both difficulty navigating conversations related to social identity and seemingly “less important” (yet almost always significant) disagreements/conflicts related to co-habitating or sharing common space, this course provides students with experiences, skills and practice that support their efforts to live in communities in more intentional and inclusive ways. This course provides students with opportunities and training in conflict management and resolution, communicating in ways that embrace conflict, investing in relationships and connecting with their peers, and dialogue across differences in personal and social identities about challenging topics. We teach a number of concrete tools from traditional dialogue facilitation to engage issues related to power and identity (multipartiality and the LARA methods for engaging in conversation around tense topics) and communal living techniques to address tensions that arise when living in a community (using an empowerment model from the organization, “Be present,” and meeting structures like “Elephant in the Room”). It is our goal to help students learn how to create a culture in their residential communities where people are more effective about communicating in ways that allow for growth. Enrolled students should express an interest in learning techniques, gaining tools and increasing skills to learn to communicate across differences (differences in living styles and habits, differences in social identity, and differences in personal identity) effectively. Students, we hope, take those skills back to their living spaces to use in important ways. Colette Cann. Second six-week course. One 3-hour period.
	EDUC 162 - Education and Opportunity in the United States Semester Offered: Fall and Spring 1 unit(s) In this course, students identify, explore, and question prevailing assumptions about education in the United States. The objectives of the course are for students to develop both a deeper understanding of the system’s historical, structural, and philosophical features and to look at schools with a critical eye. We examine issues of power and control at various levels of the education system. Participants are encouraged to connect class readings and discussions to personal schooling experiences to gain new insights into their own educational foundations. Among the questions that are highlighted are: How should schools be organized and operated? What information and values should be emphasized? Whose interests do schools serve? The course is open to both students interested in becoming certified to teach and those who are not yet certain about their future plans but are interested in educational issues. Christopher Bjork. Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar. Two 75-minute periods.
	EDUC 163 - Centering Justice: A Speaker Series 0.5 unit(s) Vassar College’s national reputation draws renowned scholars to its campus annually. Recent speakers like Jerusha Lamptee, Carlos Decena, Wilma King, Aisha Simmons, Claire Jean Kim and Jared Sexton provide a pedagogical and curricular opportunity available for students to reflect critically across speakers about how identity intersects with policy, coalition building, resistance movements and liberation. These speakers together present students with a unique curriculum; I propose to provide a framework, pedagogy, space and time for students to draw connections across speakers, across readings and across each their peers’ own experiences as they relate to the speakers. Colette Cann. Second six-week course. Not offered in 2017/18. One 2-hour period plus one 50-minute period.
	EDUC 181 - Understanding and Disrupting the School-to-Prison Pipeline Semester Offered: Fall 1 unit(s) (Same as SOCI 181 ) The aim of this course is to provide students with a holistic understanding of the connection between school, community, and incarceration. Given that communities of color and low-income communities are disproportionately affected by the processes associated with the school-to- prison pipeline, throughout the course, we grapple with the continued significance of socially differentiating factors such as race, gender, class, sexuality, disability, and citizenship in shaping public policy and everyday decisions regarding who is considered “deviant”, how “discipline” is enacted and enforced, and how individuals experience these labels, policies and practices. In Part I, the course focuses on the history and development of the school-to- prison pipeline. Key topics focus on the criminalization of students and student behavior, the heavy surveillance found in many schools throughout the country, the types of contact that have evolved between children/youth and the criminal justice system over time, and the economic and market forces driving the creation of the prison-industrial complex. Part II of the course focuses on the subjective experiences of children/youth who are at the center of the mechanisms that maintain the school-to- prison pipeline. A key issue in this part of the course considers the dynamics that have emerged as a result of the demographic divide in American public education: what happens when a predominantly white teaching staff in schools is teaching in schools that enroll predominantly students of color? What role do stereotypes and cultural conflicts play in the labeling and disciplining of students? Throughout the course, we focus on viable strategies that help to dismantle and disrupt the processes that contribute to the school-to- prison pipeline. We consider both policy reforms and transformational alternatives within schools and classrooms. Erin McCloskey and Eréndira Rueda. Prerequisite(s): by application only through the office of the Dean of the College and must be over 21. This course is taught at the Taconic Correctional Facility for Women to a combined class of Vassar and Taconic students. Vassar students must be 21 years of age or older. One 3-hour period.
	EDUC 184 - Intergroup Dialogue on Race and Gender Semester Offered: Spring 0.5 unit(s) In this course, students learn about, participate in, and critically reflect on intergroup dialogue with the intention of examining power and power structures in our experiences and the world around us. Intergroup dialogue is an educational model that brings together students from multiple social identity groups in a cooperative, small group, learning environment. Intergroup dialogue often involves members of groups with a history of conflict or limited opportunities to engage in deep and meaningful discussion of controversial, challenging, or divisive issues. The goals of intergroup dialogue include: (1) understanding social identities and the role of social structures and institutions in creating and maintaining inequality; (2) developing intergroup and other communication skills; and (3) planning and enacting collaboration. The course is organized around multi-disciplinary readings (e.g., historical, sociological, feminist, psychological, and personal narratives), experiential learning activities, weekly writing and summative reflections. Students analyze and learn about issues facing groups on campus, in higher education, and in broader society. The overall goal is to create a setting for students to engage in open and constructive dialogue concerning issues of intergroup relations, conflict, and community. Ed Pittman and Kimberly Williams-Brown. Second six-week course.
Education: II. Intermediate
	EDUC 235 - Issues in Contemporary Education Semester Offered: Fall and Spring 1 unit(s) This course introduces students to debates about the nature and purposes of U.S. education. Examination of these debates encourages students to develop a deeper and more critical understanding of U.S. schools and the individuals who teach and learn within them. Focusing on current issues in education, we consider the multiple and competing purposes of schooling and the complex ways in which formal and informal education play a part in shaping students as academic and social beings. We also examine issues of power and control at various levels of the U.S. education system. Among the questions we contemplate are: Whose interests should schools serve? What material and values should be taught? How should schools be organized and operated? The department. Two 75-minute periods.
	EDUC 237 - Early Childhood Education: Theory and Practice 1 unit(s) (Same as PSYC 237 ) What is the connection between a textbook description of preschool development and what teachers do every day in the preschool classroom? This course examines curriculum development based on contemporary theory and research in early childhood. The emphasis is on implementing developmental and educational research to create optimal learning environments for young children. Major theories of cognitive development are considered and specific attention is given to the literatures on memory development; concepts and categories; cognitive strategies; peer teaching; early reading, math, and scientific literacy; and technology in early childhood classrooms. Julie Riess. Prerequisite(s): PSYC 231 and permission of the instructor. One 2-hour period; 4 hours of laboratory participation.
	EDUC 245 - The Politics of Language in Schools and Society 1 unit(s) The United States is one of the most multilingual nations in the world, and, language is intimately connected to family and personal identity. This course explores how language, power, and ideology play out in public debate, state policy and educational justice movements. We examine the link between racism, language and national belonging by analyzing how Standard English, Black English (AAVE) and Spanish-English bilingualism are positioned as more or less “correct”, or politicized and even policied. We then turn our eye to curriculum and education policy, examining how debates around language in the classroom. Finally we pose possibilities, and examine the politics of language in multilingual, hybrid and global contexts. What do debates about “correctness” in language obscure? How do our fears, hopes and longing for identity shape our beliefs about language in the classroom? How does the history of U.S. language politics inform our present? What does equitable language education policy look like? Why are these issues important to all citizens? Prerequisite(s): EDUC 235 or permission of the instructor. Not offered in 2017/18. Two 75-minute periods.
	EDUC 248 - The Human Rights of Children - Select Issues Semester Offered: Fall 1 unit(s) (Same as INTL 248 and LALS 246 ) This course focuses on both theories surrounding, and practices of, the human rights of children. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders.. Consideration is given to the major conceptual and developmental issues embedded within the framework of human rights in the Universal Declaration of Human Rights and the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children’s rights in the criminal justice context including life without parole and the death penalty; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; violence against street children; and the rights of migrant, refugee, homeless, and minority children. The course provides students with an in depth study of the Right to Education, including special issues related to the privatization of education and girls’ education. The course also explores issues related to the US ratification of the CRC, and offers critical perspectives on the advocacy and education-based work of international human rights organizations. Tracey Holland. Two 75-minute periods.
	EDUC 250 - Introduction to Special Education Semester Offered: Spring 1 unit(s) This course explores the structure of special education from multiple viewpoints, including legislative, instructional, and from the vantage of those who have experience in it as students, teachers, therapists, parents, and other service providers. We tackle conceptual understandings of labeling, difference, and how individuals in schools negotiate the contexts in which “disability” comes in and out of focus. We raise for debate current issues in special education and disability studies such as inclusion, the overrepresentation of certain groups in special education and different instructional approaches. Erin McCloskey. Prerequisite(s): EDUC 162 or EDUC 235 . Two 75 minute periods.
	EDUC 255 - Race, Representation, and Resistance in U.S. Schools Semester Offered: Spring 1 unit(s) This course interrogates the intersections of race, racism and schooling in the US context. In this course, we examine this intersection at the site of educational policy, media and public attitudes towards schools and schooling- critically examining how representations in each shape the experiences of youth in school. Expectations, beliefs, attitudes and opportunities reflect societal investments in these representations, thus becoming both reflections and driving forces of these identities. Central to these representations is how theorists, educators and youth take them on, own them and resist them in ways that constrain possibility or create spaces for hope. Colette Cann. Not offered in 2017/18. Two 75-minute periods.
	EDUC 263 - The Adolescent in American Society Semester Offered: Fall 1 unit(s) This course examines the lives of American adolescents and the different ways our society has sought to understand, respond to, and shape them. Particular attention is paid to the relationship between educational policies/practices and adolescent growth and development. Empirical studies are combined with practical case scenarios as a basis for understanding alternative pathways for meeting the needs of middle school and high school learners. This course is required for secondary school teacher certification. The Department. Prerequisite(s): EDUC 235 . Two 75-minute periods.
	EDUC 269 - Constructing School Kids and Street Kids 1 unit(s) (Same as LALS 269 and SOCI 269 ) Students from low-income families and racial/ethnic minority backgrounds do poorly in school by comparison with their white and well-to-do peers. These students drop out of high school at higher rates, score lower on standardized tests, have lower GPAs, and are less likely to attend and complete college. In this course we examine theories and research that seek to explain patterns of differential educational achievement in U.S. schools. We study theories that focus on the characteristics of settings in which teaching and learning take place (e.g., schools, classrooms, and home), theories that focus on the characteristics of groups (e.g. racial/ethnic groups and peer groups), and theories that examine how cultural processes mediate political-economic constraints and human action. Eréndira Rueda. Not offered in 2017/18.
	EDUC 275 - International and Comparative Education 1 unit(s) (Same as ASIA 275 and INTL 275 ) This course provides an overview of comparative education theory, practice, and research methodology. We examine educational issues and systems in a variety of cultural contexts. Particular attention is paid to educational practices in Asia and Europe, as compared to the United States. The course focuses on educational concerns that transcend national boundaries. Among the topics explored are international development, democratization, social stratification, the cultural transmission of knowledge, and the place of education in the global economy. These issues are examined from multiple disciplinary vantage points. Christopher Bjork. Prerequisite(s): EDUC 235 or permission of the instructor. Not Offered 2017/2018. Two 75-minute periods.
	EDUC 278 - Education for Peace, Justice and Human Rights 1 unit(s) (Same as INTL 278 ) The aim of this course is to introduce students to the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. The overarching questions explored are: What does it mean to educate for peace, justice and human rights? What and where are the possibilities and the barriers? How do identity, representation and context influence the ways in which these constructs are conceptualized and defined and what are the implications of these definitions? How can we move towards an authentic culture of peace, justice, and human rights in a pluralistic world? In order to address these questions, we survey the human and social dimensions of peace education, including its philosophical foundations, the role of gender, race, religion and ethnicity in peace and human rights education, and the function and influence of both formal and non-formal schooling on a culture of peace and justice. Significant time is spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case-studies of peace education in practice nationally and worldwide. We examine these case studies with a critical eye, exploring how power operates and circulates in these contexts and consider ways in which to address larger structural inequities and micro-asymmetries. Since peace education is not only about the content of education, but also the process, the course endeavors to model peace pedagogy by promoting inquiry, collaboration and dialogue and give students the opportunity to practice these skills through presentations on the course readings and topics. Maria Hantzopoulos. Prerequisite(s): EDUC 162 or EDUC 235 . Not offered in 2017/2018. Two 75-minute periods.
	EDUC 280 - Foreign Language Learning and Teaching: Theory and Practice Semester Offered: Spring 1 unit(s) (Same as GERM 280 ) This course is designed for students who intend to teach language in the United States or abroad, and for those who wish to gain a deeper understanding of how second languages are learned and taught. In the course, we explore major topics in foreign language teaching and learning, including writing, speaking, listening, reading, culture, and grammar, addressing questions such as: Does explicit grammar instruction actually help students learn grammar? Can you really learn a second language the same way you learn your first one(s), as some language learning software ads claim? What does culture have to do with language, and why should (or shouldn’t) we teach it? As we attend to these and other issues, students reflect on their own language learning experiences and become familiar with the history, scholarship, and practices within the fields of second language acquisition and foreign language pedagogy. Karin Maxey. Two 75-minute periods.
	EDUC 284 - Undocumented, Unapologetic, Unafraid Semester Offered: Spring 1 unit(s) (Same as LALS 284 and SOCI 284 ) This course places contemporary discourse about the approximately 11 million undocumented people in the U.S. in its historical, academic, legal, political, social, cultural, and economic context. The course takes a historical look at immigration law and legal enforcement, with a particular focus on the (mis)construction and criminalization of undocumented immigrants. By examining how the concept of undocumented/unauthorized has been created, we understand the ways that the assignation of immigration status excludes and exploits undocumented people. Course content considers the array of social institutions that are complicit in this work (e.g., schools, government agencies, industry, media) and how undocumented people resist these forms of oppression and dominance that are exerted by these institutions. A special focus of this course examines how undocumented students navigate K-12 schooling experiences and pathways to college. Key topics include current legislation like DACA, DREAM Act, SUCCEED Act; current campaigns like Comprehensive Immigration Reform and the Undocumented, Unapologetic, and Unafraid campaign; the privatization and expansion of immigration detention centers; unaccompanied minors; the experiences of families with mixed authorized status; the theoretical intersectionality of xenophobia and nativism with other forms of oppression; and the global capitalist economic forces that create both the need to migrate and the need for immigrant labor. Jaime Del Razo and Eréndira Rueda. Two 75-minute periods.
	EDUC 285 - Hello, Dear Enemy: Mounting an Exhibition of Picture Books on Experiences of War and Displacement Semester Offered: Spring 1 unit(s) (Same as INTL 285 ) At a time when the world is witnessing the largest displacement of people since WWII, due in significant measure to armed conflict, this course examines select case studies (both past and present) of armed conflict and their consequences for children. Authors and illustrators of children’s books have done much to raise awareness about these issues, and to treat them in such a way that young readers and listeners develop understanding, empathy, and solidarity without being (re-) traumatized. A principal aim of the course is to study the extensive domestic and international children’s literature devoted to the topic of war and displacement (both classic and contemporary works), and to mount an exhibition at Vassar of picture books and posters that can also travel to area schools and libraries, where Vassar students will serve as docents. Our work is enriched by study of human rights statutes and policy pertaining to children affected by armed conflict, as well as by interaction with visiting artists and guest speakers. Tracey Holland and Elliott Schreiber. Two 75-minute periods.
	EDUC 286 - Accessing the Ivory Tower Semester Offered: Spring 1 unit(s) (Same as SOCI 286 ) Since 2000, there has been a 30% increase in the number of students enrolled in colleges and universities. Over 17 million undergraduates are enrolled in an array of degree-granting institutions across the U.S., with enrollments projected to increase another 14% by 2026. But who goes college? Focusing on the experiences of historically underrepresented students, this course examines the history of higher education’s expansion and the lived experiences of students navigating higher education. Course content that examines the expansion of access to higher education focuses on important developments at the federal, state, and institutional levels. The course covers topics such as the GI Bill, the 1965 HEA, the formation of the community college system, key court cases that have increased access, state-level legislation (e.g., states that allow undocumented students to apply as residents of the state or make them eligible for state financial aid), and institutional policies concerning admission and financial aid. Course content that focuses on student experiences in higher education explores patterns of racial and socioeconomic stratification within higher education by accounting for students’ varying degrees of college preparedness, choice of college and course of study, campus experiences, persistence to a degree, and post-graduate trajectories. This course aims to uncover how various forms of stratification shape personal relationships with peers, faculty, and administration while in college (e.g., student-faculty relationships, peer interactions, dating, networking, satisfaction with their overall college experience, and the accessibility of higher ed administration). Eréndira Rueda. Two 75-minute periods.
	EDUC 288 - Rethinking Gender in an Educational Context Semester Offered: Spring 1 unit(s) (Same as WMST 288 ) This course uses a feminist lens to examine the social and cultural context of education, the structure of schools and classrooms, and the process of teaching and learning. Issues of gender are inherently tied a variety of identities and subjectivities in ways that intersect and interlock. These intersecting and interlocking identities include, but are not limited to: race, ethnicity, sexual orientation, (dis)ability, socioeconomic class, and citizenship status. How does a feminist pedagogical strategy begin to address contemporary issues in education such as laws about bathrooms, and laws that impact immigrant and undocumented youth? Using a variety of methods including reflective self- inquiry the course will answer the following questions: 1. How do dichotomous understandings of gender shape students’ experiences in schools? 2. How is gender experienced differently depending on other intersecting identities? Are all “women” the same and do they experience gender oppression in the same ways? 3. How do schools and curriculum address issues of gender? 4. What is the relationship between gender, democracy and education? 5. What role do teachers play in identity development in schools? 6. How do schools begin to address violence against particular students (LGBTQ, Black students, Latino students and other students from underrepresented groups)? Kimberly Williams-Brown. Two 75-minute periods.
	EDUC 290 - Field Work Semester Offered: Fall or Spring 0.5 to 2 unit(s) All candidates for certification must demonstrate competency in an intensive field work experience at the elementary, middle school, or senior high school level prior to student teaching. The department.
	EDUC 297 - Independent Reading Semester Offered: Fall or Spring 0.5 unit(s) Student initiated independent reading projects with Education faculty. A variety of topics are possible, including educational policy, children’s literature, early childhood education, the adolescent, history of American education, multicultural education, and comparative education. Subject to prior approval of the department. The department.
	EDUC 298 - Independent Study Semester Offered: Fall or Spring 0.5 to 1 unit(s) Individual or group projects concerned with some aspect of education, subject to prior approval of the department. May be elected during the regular academic year or during the summer. The department.
	EDUC 299 - Vassar Science Education Internship Program Semester Offered: Fall and Spring 1 unit(s) The Vassar Science Education Internship Program provides opportunities for science students from Vassar College to intern with science teachers in area schools for course credit. Students have an opportunity to gain teaching experience, to explore careers in education, and to help strengthen science education in the Poughkeepsie area schools. Each intern works with a science teacher to design a project and to obtain laboratory and/or computer based educational exercise for their class, and to acquire laboratory and/or computing resources for sustaining a strong science curriculum. Interns participate in a weekly seminar on science education at Vassar College. Noreen Coller. Enrollment is limited and by permission. Students wishing to pursue internships should meet the following criteria: four completed units of course work in the natural sciences or mathematics, with at least two units at the 200-level, a minimum GPA of 3.4 in science and math coursework, and 3.0 overall.
Education: III. Advanced
	EDUC 300 - Senior Portfolio: Childhood Education Semester Offered: Fall 1 unit(s) This senior seminar focuses on analysis of the student teaching experience. Through the development of their teaching portfolio, senior students examine the linkages between theory, current research, and classroom practice. This course should be taken concurrently with the student teaching practicum. Christopher Bjork.
	EDUC 301 - Senior Portfolio: Adolescent Education Semester Offered: Fall 1 unit(s) Same as EDUC 300 , but for students earning certification in Adolescent Education.
	EDUC 302 - Senior Thesis/Project Semester Offered: Fall 0.5 to 1 unit(s) Individual reading, research, or community service project. The department. Prerequisite(s): EDUC 384 . Yearlong course 302-EDUC 303 .
	EDUC 303 - Senior Thesis/Project Semester Offered: Spring 0.5 unit(s) Individual reading, research, or community service project. The department. Prerequisite(s): EDUC 302 . Yearlong course EDUC 302 -303.
	EDUC 304 - Senior Thesis/Project Semester Offered: Spring 1 unit(s) Individual reading, research, or community service project. The department. One 1-hour period.
	EDUC 336 - Childhood Development: Observation and Research Application 1 unit(s) (Same as PSYC 336 ) What differentiates the behavior of one young child from that of another? What characteristics do young children have in common? This course provides students with direct experience in applying contemporary theory and research to the understanding of an individual child. Topics include attachment, temperament, parent, sibling and peer relationships, language and humor development, perspective taking, and the social-emotional connection to learning. Each student selects an individual child in a classroom setting and collects data about the child from multiple sources (direct observation, teacher interviews, parent-teacher conferences, archival records). During class periods, students discuss the primary topic literature, incorporating and comparing observations across children to understand broader developmental trends and individual differences. Synthesis of this information with critical analysis of primary sources in the early childhood and developmental literature culminates in comprehensive written and oral presentations. Julie Riess. Prerequisite(s): PSYC 231 and permission of the instructor. For Psychology Majors: completion of a research methods course. Not offered in 2017/18. One 3-hour period. and 4 hours of laboratory observation work.
	EDUC 350 - The Teaching of Reading: Curriculum Development in Childhood Education Semester Offered: Fall 1 unit(s) The purpose of this course is to examine the nature and process of reading within a theoretical framework and then to examine and implement a variety of approaches and strategies used to promote literacy in language arts and social studies. Special emphasis is placed on material selection, instruction, and assessment to promote conceptual understandings for all students. Observation and participation in local schools is required. Erin McCloskey Prerequisite(s): PSYC 105 , PSYC 231 . Year long course 350/EDUC 351 . One 2-hour period; one hour of laboratory.
	EDUC 351 - The Teaching of Reading: Curriculum Development in Childhood Education Semester Offered: Spring 1 unit(s) The purpose of this course is to examine the nature and process of reading within a theoretical framework and then to examine and implement a variety of approaches and strategies used to promote literacy in language arts and social studies. Special emphasis is placed on material selection, instruction, and assessment to promote conceptual understandings for all students. Observation and participation in local schools is required. Erin McCloskey. Prerequisite(s): PSYC 105 , PSYC 231 , EDUC 350 . Year long course EDUC 350 /351. One 2-hour period; one hour of laboratory.
	EDUC 353 - Pedagogies of Difference: Critical Approaches to Education 1 unit(s) This course continues the on-going work of raising awareness around difference, equity and social justice - particularly as they relate to race. In Pedagogies of Difference, we go beyond reflection of oppressive societal structures to build skills and engage pedagogy to interrupt oppression in its many forms, with an emphasis on aggressions within our own community. The primary goal of this course is to prepare students at Vassar to productively, honestly and ethnically engage their peers in dialogue about and across racial difference. Students experience and participate in a number of activities used to raise awareness around social identity, consider how they might facilitate such activities, work on facilitating around triggers (their own and those of others) and learn how to put together a workshop to facilitate. There are two prerequisites for Pedagogies of Difference: EDUC 235 - Issues in Contemporary Education and EDUC 255 - Race, Representation, and Resistance in U.S. Schools (or a similar course). In Education 235, you began the study of both the content and process necessary for facilitating dialogues across difference. In Education 235, students explored how and why students experience schools in vastly different ways and how these differing experiences result from inequitable treatment (and lead to inequitable outcomes). Thus, you began preliminary study of the content of focus in Pedagogies of Difference. In this course, students also begin the study of pedagogy, teaching for perhaps the first time. The second prerequisite for Pedagogies of Difference is Education 255 or another semester-long course that focuses on race and racism. In Education 255, you continued the study of both the content and process necessary for facilitating dialogue across difference (with a focus on racial difference, in particular). In Education 255, we attempted to set a foundation in race theory, studying different racial theoretical frameworks (with a focus on critical race theory). Students also engaged in courageous conversations about race and racism, pushing themselves to stay on their learning edge (in their risk zone). Colette Cann. Prerequisite(s): EDUC 235 and EDUC 255 or permission of the instructor. Not offered in 2017/2018. One 3-hour period.
	EDUC 360 - Workshop in Curriculum Development Semester Offered: Fall 0.5 unit(s) This course focuses on the current trends, research and theory in the area of curriculum development and their implications for practice in schools. Procedures and criteria for developing and evaluating curricular content, resources and teaching strategies are examined and units of study developed. Christopher Bjork. Prerequisite(s): open to seniors only or permission of the instructor. First six-week course. One 3-hour period.
	EDUC 361 - Seminar: Mathematics and Science in the Elementary Curriculum Semester Offered: Spring 1 unit(s) The purpose of this course is to develop the student’s competency to teach mathematics and science to elementary school children. Lectures and hands-on activity sessions are used to explore mathematics and science content, methodology, and resource materials, with an emphasis on conceptual understanding as it relates to the curricular concepts explored. Special emphasis is placed on diagnostic and remedial skills drawn from a broad theoretical base. Students plan, implement, and evaluate original learning activities through field assignments in the local schools. In conjunction with their instruction of instructional methods in science, students also teach lessons for the Exploring Science at Vassar Farm program. The department. Prerequisite(s): permission of the instructor. Two 75-minute periods; weekly laboratory work at the Vassar Farm.
	EDUC 362 - Student Teaching Practicum: Childhood Education Semester Offered: Fall 2 unit(s) Supervised internship in an elementary classroom, grades 1-6. Examination and analysis of the interrelationships of teachers, children, and curriculum as reflected in the classroom-learning environment. Prerequisite(s): PSYC 105 , PSYC 231 ; EDUC 235 , EDUC 250 , EDUC 290 , EDUC 350 /EDUC 351 ; EDUC 360 , EDUC 361 may be concurrent. Prerequisite(s): Permission of the instructor. Open to seniors only. Ungraded only. One or more conference hours per week.
	EDUC 367 - Urban Education Reform 1 unit(s) (Same as URBS 367 ) This seminar examines American urban education reform from historical and contemporary perspectives. Particular attention is given to the political and economic aspects of educational change. Specific issues addressed in the course include school governance, standards and accountability, incentive-based reform strategies, and investments in teacher quality. Maria Hantzopoulos. Prerequisite(s): EDUC 235 or permission of the instructor. Not offered 2017/18. One 2-hour period.
	EDUC 369 - Social Citizenship in an Urban Age Semester Offered: Spring 1 unit(s) (Same as HIST 369 and URBS 369 ) During a 1936 campaign speech President Franklin D. Roosevelt declared that in “1776 we sought freedom from the tyranny of a political autocracy.” Since then “the age of machinery, of railroads; of steam and electricity; the telegraph and the radio; mass production and mass distribution—all of these combined to bring forward a new civilization and with it a new problem … . For too many of us the political equality we once had won was meaningless in the face of economic inequality.” Therefore, the President concluded, government must do something to “protect the citizen’s right to work and right to live.” This course looks at how Americans during the twentieth century fought to expand the meaning of citizenship to include social rights. We study efforts on behalf of labor laws, unemployment and old age insurance, and aid to poor mothers and their children. How did these programs affect Americans of different social, racial, and ethnic backgrounds? How did gender shape the ways that people experienced these programs? Because many Americans believed that widening educational opportunities was essential for addressing the problems associated with the “new civilization” that Roosevelt described, we ask to what extent Americans came to believe that access to a good education is a right of citizenship. These issues and the struggles surrounding them are not only, as they say, “history.” To help us understand our times, we look at the backlash, in the closing decades of the twentieth century, against campaigns to enlarge the definition of citizenship. Miriam Cohen. One 2-hour period.
	EDUC 372 - Student Teaching Semester Offered: Fall 2 unit(s) Adolescent Education Supervised internship in teaching in a middle, junior, or senior high school, grades 7-12. Examination of the interrelationships of teachers, children, and curriculum as reflected in the classroom-learning environment. Prerequisite(s): PSYC 105 ; EDUC 235 , EDUC 263 , EDUC 290 , EDUC 373 ; EDUC 392 . (Ungraded only.) Permission of the instructor. Open to seniors only.
	EDUC 373 - Adolescent Literacy Semester Offered: Spring 1 unit(s) This course combines literacy research, theory, and practice in the context of adolescent learning. We engage in case study research about the cultural, semiotic, and identity literacies our students produce in contrast to the literacies that are sanctioned and mandated in formal schooling. We define literacy broadly, and consider reading, writing, visual literacy and multimodal literacy– including new technologies. We look at how (im)migration status, race, ethnic heritage, and linguistic identity intersect with youth literacy production. Finally, we explore how literacy training is constructed through methods and curriculum with a special emphasis on diversity. Christine Malsbary. Prerequisite(s): EDUC 235 or permission of the instructor. One 3-hour period.
	EDUC 384 - Advanced Seminar Semester Offered: Fall 1 unit(s) This course explores various approaches to research methods in the field of education, with emphasis on qualitative approaches. The course provides an overview of the different types of educational research, the varied philosophical groundings that drive particular methodological approaches, and discussion on data collection and analysis. Christopher Bjork. Prerequisite(s): EDUC 162 or EDUC 235 . One 2-hour period.
	EDUC 385 - American Higher Education: Policy and Practice .5 unit(s) This seminar examines American higher education from historical and contemporary perspectives, paying particular attention to how students themselves experience college preparation, admission and campus life. Particular attention is given to the social, political, economic, and cultural challenges associated with policy and practice in private higher education. The types of questions the course addresses include: What changes in policy, administration, and/or instruction are likely to improve student outcomes in higher education in America? What research tools are available to decision-makers in higher education to help inform policy and practice? Who and what are the drivers of reform in higher education and what are their theories of action for improving the college experience? How should consumers of educational research approach the task of interpreting contradictory evidence and information about American higher education? What is an appropriate definition of equality of educational opportunity and how should we apply this definition to American private higher education? What roles do race and socioeconomic status play in American higher education? This semester, our texts and supplementary readings focus on issues pertinent to American higher education in general and highly selective private liberal arts college more specifically. Topics in the course include, but are not limited to: college admissions; student affairs policy and practice; micropolitics within colleges and universities; standards and accountability mechanisms, and efforts to promote diversity and inclusion. Small group case study projects give students the opportunity to develop potential solutions to contemporary problems in American higher education. Christopher Roellke. Prerequisite(s): one course in Education, American Studies, or Political Science. Open to juniors and seniors only. Second six-week course. Not offered in 2017/2018.
	EDUC 386 - Ghetto Schooling Semester Offered: Fall 1 unit(s) (Same as LALS 386 and SOCI 386 ) In twenty-first century America, the majority of students attend segregated schools. Most white students attend schools where 75% of their peers are white, while 80% of Latino students and 74% of black students attend majority non-white schools. In this course we will examine the events that led to the U.S. Supreme Court’s 1954 decision in Brown v. Board of Education of Topeka and the 60-year struggle to make good on the promises of that ruling. The course will be divided into three parts. In part one, we will study the Brown decision as an integral element in the fight against Jim Crow laws and trace the legal history of desegregation efforts. In part two, we will focus on desegregation policies and programs that enabled the slow move toward desegregation between 1954 and the 1980s. At this point in time, integration efforts reached their peak and 44% of black students in the south attended majority-white schools. Part three of the course will focus on the dismantling of desegregation efforts that were facilitated by U.S. Supreme Court decisions beginning in the 1990s. Throughout the course we will consider the consequences of the racial isolation and concentrated poverty that characterizes segregated schooling and consider the implications of this for today’s K-12 student population, which is demographically very different than it was in the 1960s, in part due to new migration streams from Latin America, Asia, and the Caribbean. Over the last 40 years, public schools have experienced a 28% decline in white enrollments, with increases in the number of black and Asian students, and a noteworthy 495% increase in Latino enrollments. Eréndira Rueda. Not offered in 2017/18. One 2-hour period.
	EDUC 388 - Schooling in America: Preparing Citizens or Producing Workers 1 unit(s) (Same as SOCI 388 ) We consider the role that education plays in US society in relationship to the political economy at different historical periods. In Part I, we examine democratic views of schooling (i.e. schooling functions to prepare citizens for participation in a diverse society) and technical views of schooling (i.e. schools prepare students to participate in the capitalist economy), as well as critiques and limitations of each view. In Part II, we examine current school reform efforts, such as modifications of school structure, curriculum and instruction, and the move to privatize schooling. In Part III, we discuss the future of education in our increasingly global capitalist society. Eréndira Rueda. Not offered in 2017/18.
	EDUC 392 - Multidisciplinary Methods in Adolescent Education Semester Offered: Spring 1 unit(s) This course is designed to engage prospective middle and high school educators in developing innovative, culturally relevant, and socially responsive curricula in a specific discipline, as well as in exploring ways to branch inter-disciplinarily. In particular, students strive to develop a practice that seeks to interrupt inequities in schooling and engender a transformative experience for all students. The first part of the course explores what it means to employ social justice, multicultural, and critical pedagogies in education through self-reflections, peer exchange, and class texts. The remainder of the course specifically looks at strategies to enact such types of education, focusing on methods, curriculum design, and assessment. Students explore a variety of teaching approaches and develop ways to adapt them to particular subject areas and to the intellectual, social, and emotional needs of adolescent learners. There is a particular emphasis on literacy development and meeting the needs of English Language Learners. The department. Prerequisite(s): EDUC 235 . One 2-hour period.
	EDUC 399 - Senior Independent Work Semester Offered: Fall or Spring 0.5 to 1 unit(s) Special permission. The department.
English: I. Introductory
	ENGL 101 - The Art of Reading and Writing Semester Offered: Fall and Spring 1 unit(s) Development of critical reading in various forms of literary expression, and regular practice in different kinds of writing. The content of each section varies; see the Freshman Handbook for descriptions. The department. Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar. Although the content of each section varies, this course may not be repeated for credit; see the Freshman Handbook for descriptions. Two 75-minute periods.
	ENGL 170 - Approaches to Literary Studies Semester Offered: Fall and Spring 1 unit(s) Each section explores a central issue, such as “the idea of a literary period,” “canons and the study of literature,” “nationalism and literary form,” or “gender and genre” (contact the department office for 2017/18 descriptions). Assignments focus on the development of skills for research and writing in English, including the use of secondary sources and the critical vocabulary of literary study. The department. Open to freshmen and sophomores, and to others by permission; does not satisfy college requirement for a Freshman Writing Seminar.
	ENGL 174 - Poetry and Philosophy: The Ancient Quarrel 0.5 unit(s) No specialized knowledge of poetry or philosophy required. The class is ungraded. Not offered in 2017/18. Two 75-minute periods.
	ENGL 177 - Special Topics Semester Offered: Fall and Spring 0.5 unit(s) (Same as AMST 177 and URBS 177 ) Topic for 2017/18 a & b: Imagining the City. This six-week course surveys various approaches to thinking and writing about the city. How do our surroundings change us? What power does an individual have to reshape or reimagine the vast urban landscape? We consider a diverse array of depictions: the ethnic underground of Chang-rae Lee’s Queens; the forlorn Baltimore depicted in the television show The Wire; the midnight wanderings of Teju Cole and Junot Diaz; the global bustle of Jessica Hagedorn’s Manila; present-day graffiti artists and urban farmers reclaiming their “right to the city.” Hua Hsu. First six-week course. Two 75-minute periods.
English: II. Intermediate Prerequisite: open to sophomores, juniors, and seniors with one unit of 100-level work or by permission of the associate chair. Students applying for permission to elect 200-level work must present samples of their writing to the associate chair. Freshmen with AP credit may elect 200-level work after consultation with the department and with the permission of the instructor. First-year students who have completed ENGL 101 may elect 200-level work with permission of the instructor. Intermediate writing courses are not open to Freshmen.
	ENGL 203 - These American Lives: New Journalisms Semester Offered: Spring 1 unit(s) (Same as AMST 203 ) This course examines the various forms of journalism that report on the diverse complexity of contemporary American lives. In a plain sense, this course is an investigation into American society. But the main emphasis of the course is on acquiring a sense of the different models of writing, especially in longform writing, that have defined and changed the norms of reportage in our culture. Students are encouraged to practice the basics of journalistic craft and to interrogate the role of journalists as intellectuals (or vice versa). Amitava Kumar.
	ENGL 205 - Introductory Creative Writing Semester Offered: Fall and Spring 1 unit(s) Study and practice of various forms of prose and poetry. Reading and writing assignments may include prose fiction, journals, poetry, drama, and essays. Not offered to freshmen in the fall semester. One 2-hour period and individual conferences with the instructor.
	ENGL 206 - Introductory Creative Writing Semester Offered: Spring 1 unit(s) Prerequisite(s): open to any student who has taken ENGL 205 . One 2-hour period and individual conferences with the instructor.
	ENGL 207 - Intermediate Creative Writing: Literary Non-Fiction Semester Offered: Fall 1 unit(s) Topic for 2017/18a: Writing About Culture. This seminar considers the relationship between individuals and “culture” broadly defined, with special attention paid to the question of “taste.” Guided by an eclectic range of texts-music and film reviews, memoir, travel writing, arts reportage-we pursue the possibility of a cultural criticism attentive to the subjectivity and instability of personal experience. Our semester is guided by a few basic questions: does criticism matter? What shapes our personal tastes? What can we demand from culture? What does it mean to love or hate a song? And how do our arguments about books, bands and TV-the ephemeral stuff of “culture”-connect to broader dreams about politics, faith, our sense of the world? Hua Hsu. Open to any student who has taken ENGL 205 or ENGL 206 . One 2-hour period.
	ENGL 208 - Intermediate Creative Writing: Literary Non-Fiction Semester Offered: Spring 1 unit(s) Development of the student’s abilities as a reader and writer of literary nonfiction, with emphasis on longer forms. Assignments may include informal, personal, and lyric essays, travel and nature writing, memoirs. M Mark. Prerequisite(s): open to students who have taken ENGL 205 or ENGL 207 , or by permission of the instructor. One 3-hour period and individual conferences with the instructor.
	ENGL 209 - Advanced Creative Writing: Narrative Semester Offered: Fall 1 unit(s) Development of the student’s abilities as a writer and reader of narrative, with particular emphasis on the short story. Ralph Sassone. Writing samples are due before preregistration. Check with the English Office for the exact date of the deadline. Yearlong course 209-ENGL 210 . One 2-hour period and individual conferences with the instructor.
	ENGL 210 - Advanced Creative Writing: Narrative Semester Offered: Spring 1 unit(s) Development of the student’s abilities as a writer and reader of narrative, with particular emphasis on the short story. Ralph Sassone. Continuation of yearlong course ENGL 209 -210. One 2-hour period and individual conferences with the instructor.
	ENGL 211 - Advanced Creative Writing: Verse 1 unit(s) Development of the student’s abilities as a writer and reader of poetry. In addition to written poetry, other forms of poetic expressions may be explored, such as performance and spoken word. Deadline for submission of writing samples is before spring break. Yearlong course 211-ENGL 212 . Not offered in 2017/18. One 2-hour period and individual conferences with the instructor.
	ENGL 212 - Advanced Creative Writing: Verse 1 unit(s) Development of the student’s abilities as a writer and reader of poetry. In addition to written poetry, other forms of poetic expressions may be explored, such as performance and spoken word. Deadline for submission of writing samples is before spring break. Yearlong course ENGL 211 -212. Not offered in 2017/18. One 2-hour period and individual conferences with the instructor.
	ENGL 213 - The English Language Semester Offered: Spring 1 unit(s) Study of the history of English from the fifth century to the present, with special attention to the role of literature in effecting as well as reflecting linguistic change. Treatment of peculiarly literary matters, such as poetic diction, and attention to broader linguistic matters, such as phonology, comparative philology, semantics, and the relationship between language and experience. Robert DeMaria.
	ENGL 214 - Process, Prose, Pedagogy Semester Offered: Spring 1 unit(s) (Same as MEDS 214 ) This course is a study of the ways in which the Academy mediates knowledge: What is an argument? Are there fundamental differences between popular and scholarly arguments? What about critical and creative arguments? And how should knowledge/scholarship be communicated in the 21st century? What is authorship for that matter? It is also interested in the ways scholars undermine the structures of the Academy from the center and the periphery alike in order to challenge, if not change, the system. What are their methods? What are their agendas? One thing is certain, the ways in which scholars present their work and their reasons for doing so are becoming as diverse, complex, and unique as the scholars themselves. As such, we pay particular attention to the boundaries between argument and opinion or fact, creative and critical work, popular and scholarly discourses, old and new media, and between producers and consumers of knowledge. The aim of this course, then, is to help you develop both a practice and a habit of mind––a way of writing and a way of thinking about writing. As scholars, we all must attend to an extraordinary and disparate set of concerns ranging from matters of argumentation and evidence to questions of style, coherence, and correctness; therefore, our multimodal texts span the deeply theoretical and insistently practical––even the imaginative––as we consider selections of rhetoric, fiction, and creative non-fiction that foreground their status as arguments. Matthew Schultz.
	ENGL 215 - Pre-modern Drama: Text and Performance before 1800 Semester Offered: Spring 1 unit(s) (Same as WMST 215 ) Study of selected dramatic texts and their embodiment both on the page and the stage. Authors, critical and theoretical approaches, dramatic genres, historical coverage, and themes may vary from year to year. Topic for 2017/18b: Gender Transgression on the Early Modern Stage. According to Jonathan Goldberg, the early modern theatre was “permitted to rehearse the dark side of Elizabethan culture…[it was] a recreative spot where sedition could wear the face of play.” This course explores how drama represented “seditions” against the gendered social order. Our subjects include cross-dressers, disobedient wives, adulterers, witches, husband-murderers, and characters whose desires transgress boundaries of both gender and class. We take varied approaches to the plays, situating them in their historical and cultural contexts, examining their structure and language, reading them through the lenses of contemporary performance and criticism, and occasionally performing scenes ourselves. Leslie Dunn. Two 75-minute periods.
	ENGL 216 - Modern Drama: Text and Performance after 1800 1 unit(s) Study of modern dramatic texts and their embodiment both on the page and the stage. Authors, critical and theoretical approaches, dramatic genres, historical coverage, and themes may vary from year to year. Not offered in 2017/18.
	ENGL 217 - Literary Theory and Interpretation Semester Offered: Spring 1 unit(s) A study of various critical theories and practices ranging from antiquity to the present day. Topic for 2017/18b: Race, Social Justice, and the Digital Humanities: Theory and Methods. This is an introductory DH methods class for humanities research that keeps race, social justice, and inclusivity as cornerstones in its pedagogy. The traditional divides witnessed in the tech world are only replicated in a DH course without attention to race, social justice, gender, sexuality, disability, etc. This class shows how, through an interdisciplinary, intersectional, and critical race theory framework, both race and social justice are at the center of the digital humanities as it pertains to literary and historical archives, mapping, games, new media, and multimodality. The course pays special attention to queer theory, critical ethnic studies, postcolonial theory, WOC/Black feminism, Indigenous studies, and disability studies as they currently help to reshape digital humanities theoretical methods and praxis. Dorothy Kim. Two 75-minute periods.
	ENGL 218 - Literature, Gender, and Sexuality Semester Offered: Spring 1 unit(s) (Same as WMST 218 ) Topic for 2017/18a: Gender, Sexuality, Disability. This course examines the intersecting categories of disability and gender, both in social constructions of disability and in the lived experiences of disabled people. We explore how disability is gendered, and how it intersects with race, class, and sexuality in both historical and contemporary contexts. We examine representations of disability, and the self-representations of disabled people, in a variety of literary forms and media, including poetry, essays, memoirs, comics, photography, film, and performance pieces. We also attend to our own changing understandings of disability as the course progresses. Disability in this course is defined broadly, to include all the ways in which bodies and minds are construed as different from medical or cultural norms. Leslie Dunn. Two 75-minute periods.
	ENGL 222 - Founding of English Literature 1 unit(s) These courses, English 222 and ENGL 223 , offer an introduction to British literary history through an exploration of texts from the eighth through the seventeenth centuries in their literary and cultural contexts. English 222 begins with Old English literature and continues through the death of Queen Elizabeth I (1603). ENGL 223 begins with the establishment of Great Britain and continues through the British Civil War and Puritan Interregnum to the Restoration. Critical issues may include discourses of difference (race, religion, gender, social class); tribal, ethnic, and national identities; exploration and colonization; textual transmission and the rise of print culture; authorship and authority. Both courses address the formation and evolution of the British literary canon, and its significance for contemporary English studies. Not offered in 2017/18.
	ENGL 223 - The Founding of English Literature Semester Offered: Spring 1 unit(s) (Same as MRST 223 ) These courses, ENGL 222 and 223, offer an introduction to British literary history through an exploration of texts from the eighth through the seventeenth centuries in their literary and cultural contexts. ENGL 222 begins with Old English literature and continues through the death of Queen Elizabeth I (1603). ENGL 223 begins with the establishment of Great Britain and continues through the British Civil War and Puritan Interregnum to the Restoration. Critical issues may include discourses of difference (race, religion, gender, social class); tribal, ethnic, and national identities; exploration and colonization; textual transmission and the rise of print culture; authorship and authority. Both courses address the formation and evolution of the British literary canon, and its significance for contemporary English studies. Topic for 2017/18b: From the Faerie Queene to The Country Wife: Introduction to Early Modern Literature and Culture. This is a thematically organized “issues and methods” course grafted onto a chronologically structured survey course of early modern literature and culture. Its double goal is to develop skills for understanding early modern texts (both the language and the culture) as well as to familiarize students with a representative selection of works from the mid-1500s through the late 1600s. With this two-pronged approach, we will acquire an informed appreciation of the early modern period that may well serve as the basis for pursuing more specialized courses in this field. We explore a great variety of genres and media, including canonical authors such as Spenser, Sidney, Shakespeare, Donne, and Milton, but we also attend to less well-known authors, many of them women, through whose writings we can achieve a more nuanced and complex understanding of the times. By paying special attention to correlations between literature and other discourses, as well as to issues of cultural identity and difference based on citizenship, class, ethnicity, gender, geography, nationality, race, and religion, we engage early modern literature and culture in ways that are productive to the understanding of our own culture as well. Zoltán Márkus. Please note that ENGL 222 is not a prerequisite for this course; it is open to all students, including freshmen. Two 75-minute periods.
	ENGL 225 - American Literature, Origins to 1865 1 unit(s) Study of the main developments in American literature from its origins through the Civil War: including Native American traditions, exploration accounts, Puritan writings, captivity and slave narratives, as well as major authors from the eighteenth century (such as Edwards, Franklin, Jefferson, Rowson, and Brown) up to the mid-nineteenth century (Irving, Cooper, Poe, Emerson, Hawthorne, Fuller, Stowe, Thoreau, Douglass, Melville, Whitman, and Dickinson). Peter Antelyes. Not offered in 2017/18.
	ENGL 226 - American Literature, 1865-1925 Semester Offered: Fall 1 unit(s) Study of the major developments in American literature and culture from the late nineteenth to the early twentieth century. Literary movements such as realism, naturalism, regionalism, and modernism are examined, as well as literatures of ethnicity, race, and gender. Works studied are drawn from such authors as Twain, Howells, James, Jewett, Chestnutt, Chopin, Crane, London, Harte, DuBois, Gilman, Adams, Wharton, Dreiser, Pound, Eliot, Stein, Yezierska, Fitzgerald, Hemingway, O’Neill, Frost, H. D., and Toomer. Wendy Graham.
	ENGL 227 - The Harlem Renaissance and its Precursors Semester Offered: Fall 1 unit(s) (Same as AFRS 227 ) This course places the Harlem Renaissance in literary historical perspective as it seeks to answer the following questions: In what ways was “The New Negro” new? How did African American writers of the Harlem Renaissance rework earlier literary forms from the sorrow songs to the sermon and the slave narrative? How do the debates that raged during this period over the contours of a black aesthetic trace their origins to the concerns that attended the entry of African Americans into the literary public sphere in the eighteenth century? Eve Dunbar. Two 75-minute periods.
	ENGL 228 - African American Literature Semester Offered: Spring 1 unit(s) (Same as AFRS 228 and DRAM 228 ) Topic for 2017/18b: From the Page to the Stage: Turning Black Literature to Black Drama. This course explores the dramatic possibilities of 20th century canonical black literature by means of critical reading, critical writing, and critical performance. Students examine key novels in their historical context paying attention to the criticism and theory that have shaped their reception. They then attempt to transform parts of these texts into scenes as informed by past and present theories of performance and theatre making. Their work culminates in a public performance of the pieces they have conceived. Tyrone Simpson and Shona Tucker. Two 75-minute periods and one 2-hour lab.
	ENGL 229 - Asian-American Literature, 1946-present Semester Offered: Spring 1 unit(s) This course considers such topics as memory, identity, liminality, community, and cultural and familial inheritance within Asian-American literary traditions. May consider Asian-American literature in relation to other ethnic literatures. Hua Hsu.
	ENGL 230 - Latina and Latino Literature Semester Offered: Fall 1 unit(s) (Same as LALS 230 ) Students and instructor collaborate to identify and dialogue with the growing but still disputed archive of “Latinx Literature.” The category “Latinx” presents us then with our first challenge: exactly what demographic does “Latinx” isolate (or create)? How does it differ from the categories “Hispanic,” “Chicanx,” “Raza,” “Mestizx,” or “Boricua,” to name only a few alternatives, and how should these differences inform our critical reading practices? When and where does Latinx literature originate? Together, we work to identify what formal and thematic continuities might characterize a Latinx literary heritage. Some of those commonalities include border crossing or displacement, the tension between political and cultural citizenship, code-switching, indigeneity, contested and/or shifting racial formations, queer sexualities, gender politics, discourses of hybridity, generational conflict, and an ambivalent sense of loss (differently articulated as trauma, nostalgia, forgetting, mourning, nationalism, or assimilation). Hiram Perez. Two 75-minute periods.
	ENGL 231 - Native American Literature Semester Offered: Spring 1 unit(s) (Same as AMST 231 ) This course examines Indigenous North American literatures from a Native American Studies perspective. Native American literature is particularly vast and diverse, representing over 500 Indigenous nations in the northern hemisphere and written/spoken in both Indigenous languages and languages of conquest (English, Spanish, French). Because of this range of writing and spoken stories, our goals for the class are to complicate our understanding of “texts,” to examine the origins of and evolution of tribal literatures (fiction, poetry, non fiction, graphic novel, etc.), and to comprehend the varied theoretical debates and frameworks that have created and nurtured a robust field of Native American literary criticism. A Native American Studies framework positions the literature as the creative work of Native peoples on behalf of their respective Nations or communities and complicated by the on-going legacy of colonialism. Authors include William Apess, Luther Standing Bear, Pauline Johnson, Mourning Dove, Gerald Vizenor, N. Scott Momaday, Leslie Silko, Louise Erdrich, Wendy Rose, Thomas King, Beth Brant, Kimberly Blaeser, and Richard Van Camp, among other Native theorists, spoken word artists, filmmakers, and artists. Molly McGlennen. Two 75-minute periods.
	ENGL 235 - Old English Semester Offered: Fall 1 unit(s) (Same as MRST 235 ) Introduction to Old English language and literature. Mark Amodio.
	ENGL 236 - Beowulf Semester Offered: Spring 1 unit(s) (Same as MRST 236 ) Intensive study of the early English epic in the original language. Mark Amodio. Prerequisite(s): ENGL 235 or demonstrated knowledge of Old English, or permission of the instructor.
	ENGL 237 - Chaucer Semester Offered: Fall 1 unit(s) This course serves as an introduction to Chaucer, as well as an introduction to Middle English. We explore portions of Chaucer’s best-known work, The Canterbury Tales, alongside his other masterpiece, Troilus and Criseyde, and an assortment of “dream visions,” including The House of Fame. In doing so, we situate Chaucer within a broader international context and chart out French, Italian, and Latin influences, including Dante, Boethius, and Boccaccio. We also explore contemporary reactions to Chaucer – and witness how Chaucer’s works were transformed and responded to in the years following his death. No prior experience with Middle English is needed. We read slowly and carefully, and track Chaucer’s dynamic experiments with a molten language. Our areas of exploration include: the role of gender and sexuality in Chaucer’s work; heresy and religious debate; self-censorship, and the limits of “free” expression; translation and adaptation; poetic authority; and the complexities of interweaving fiction, philosophy, fart jokes, and pseudo-autobiographical “I” narrators. We see Chaucer himself dangle from the talons of an eagle. We see him pen a masterwork, and then immediately disavow it. When all is said and done, we see Chaucer stumble his way to the helm of English literature. Sebastian Langdell. Two 75-minute periods.
	ENGL 238 - Middle English Literature 1 unit(s) Studies in late medieval literature (1250-1500), drawing on the works of the Gawain-poet, Langland, Chaucer, and others. Genres studied may include lyric, romance, drama, allegory, and vision. Topic for 2017/18b: Medieval Travel Writing. Examining medieval travel literature from the Old English period to the early exploration accounts of sixteenth-century explorers in the New World, this class considers how the area of medieval travel writing exposes how race is framed in relation to gender, disability, multifaith encounters, critical animal studies, and thick mapping. We look at pilgrimage accounts to Rome and Jerusalem, the Old English Wonders of the East, Alexander romances, medieval mappa mundi including the Hereford World Map, medieval bestiaries, The Book of Margery Kempe, crusader romances including Beves of Hamtoun, King Horn, and Richard Coer de Lion, the letter of Prester John, and the Siege of Jerusalem. We examine what “global Middle Ages” means in examining the travel writing of the Mediterranean from the point of views of Jewish and Muslim writers. In this class, we think about bodily wonders: troglodytes, giants, “monsters,” fabulous beasts, and dragons. We also think about how these texts develop imaginary or historical encounters with divergent bodies: fairies, elves, green children, Saracens, Jews, demons, Ethiopians. We encounter some cannibalism, interfaith and interracial marriages, miracles both religious and political, and the early constructions of race that becomes the background behind Western Europe’s “contact” with the New World. Along with a regular research paper for the class, students work on creating a small DH project to think through medieval and digital mapping. We use Story Maps by Ersi (free online) as well as google maps to consider the stakes of critical cartography. Dorothy Kim. Not offered in 2017/18.
	ENGL 240 - Shakespeare Semester Offered: Fall and Spring 1 unit(s) Study of some representative comedies, histories, and tragedies. Sebastian Langdell. Not open to students who have taken ENGL 241 -ENGL 242 .

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Course Descriptions

ART 300 - Senior Essay Preparation

ART 301 - Senior Project

ART 312 - Critical Readings in Art History

ART 314 - Seminar in Ancient Art

ART 318 - Object of Devotion, Object of Display: Exhibiting Sacred Art in Secular Space

ART 320 - Seminar in Medieval Art

ART 324 - Representing Architecture

ART 331 - Seminar in Northern Art

ART 332 - Seminar in Italian Renaissance Art

ART 333 - The Art of the Garden in Early Modern Italy

ART 358 - Seminar in Asian Art

ART 362 - Seminar in Nineteenth-Century Art

ART 364 - Seminar in Twentieth Century and Contemporary Art

ART 366 - Art and Activism in the United States

ART 367 - Artists’ Books from the Women’s Studio Workshop

ART 370 - Seminar in Architectural History

ART 382 - Belle Ribicoff Seminar

ART 385 - Seminar in American Art

ART 391 - Advanced Fieldwork in Art Education at Dia: Beacon

ART 399 - Senior Independent Work

EDUC 136 - Early Childhood Education

EDUC 155 - Building Inclusive Communities

EDUC 162 - Education and Opportunity in the United States

EDUC 163 - Centering Justice: A Speaker Series

EDUC 181 - Understanding and Disrupting the School-to-Prison Pipeline

EDUC 184 - Intergroup Dialogue on Race and Gender

EDUC 235 - Issues in Contemporary Education

EDUC 237 - Early Childhood Education: Theory and Practice

EDUC 245 - The Politics of Language in Schools and Society

EDUC 248 - The Human Rights of Children - Select Issues

EDUC 250 - Introduction to Special Education

EDUC 255 - Race, Representation, and Resistance in U.S. Schools

EDUC 263 - The Adolescent in American Society

EDUC 269 - Constructing School Kids and Street Kids

EDUC 275 - International and Comparative Education

EDUC 278 - Education for Peace, Justice and Human Rights

EDUC 280 - Foreign Language Learning and Teaching: Theory and Practice

EDUC 284 - Undocumented, Unapologetic, Unafraid

EDUC 285 - Hello, Dear Enemy: Mounting an Exhibition of Picture Books on Experiences of War and Displacement

EDUC 286 - Accessing the Ivory Tower

EDUC 288 - Rethinking Gender in an Educational Context

EDUC 290 - Field Work

EDUC 297 - Independent Reading

EDUC 298 - Independent Study

EDUC 299 - Vassar Science Education Internship Program

EDUC 300 - Senior Portfolio: Childhood Education

EDUC 301 - Senior Portfolio: Adolescent Education

EDUC 302 - Senior Thesis/Project

EDUC 303 - Senior Thesis/Project

EDUC 304 - Senior Thesis/Project

EDUC 336 - Childhood Development: Observation and Research Application

EDUC 350 - The Teaching of Reading: Curriculum Development in Childhood Education

EDUC 351 - The Teaching of Reading: Curriculum Development in Childhood Education

EDUC 353 - Pedagogies of Difference: Critical Approaches to Education

EDUC 360 - Workshop in Curriculum Development

EDUC 361 - Seminar: Mathematics and Science in the Elementary Curriculum

EDUC 362 - Student Teaching Practicum: Childhood Education

EDUC 367 - Urban Education Reform

EDUC 369 - Social Citizenship in an Urban Age

EDUC 372 - Student Teaching

EDUC 373 - Adolescent Literacy

EDUC 384 - Advanced Seminar

EDUC 385 - American Higher Education: Policy and Practice

EDUC 386 - Ghetto Schooling

EDUC 388 - Schooling in America: Preparing Citizens or Producing Workers

EDUC 392 - Multidisciplinary Methods in Adolescent Education

EDUC 399 - Senior Independent Work

ENGL 101 - The Art of Reading and Writing

ENGL 170 - Approaches to Literary Studies

ENGL 174 - Poetry and Philosophy: The Ancient Quarrel

ENGL 177 - Special Topics

ENGL 203 - These American Lives: New Journalisms

ENGL 205 - Introductory Creative Writing

ENGL 206 - Introductory Creative Writing

ENGL 207 - Intermediate Creative Writing: Literary Non-Fiction

ENGL 208 - Intermediate Creative Writing: Literary Non-Fiction

ENGL 209 - Advanced Creative Writing: Narrative

ENGL 210 - Advanced Creative Writing: Narrative

ENGL 211 - Advanced Creative Writing: Verse