This course examines teaching and learning issues related to the reading process in the elementary classroom. Students develop a theoretical knowledge base for the teaching of reading to guide their instructional decisions and practices in the classroom setting. Understanding what constitutes a balanced reading program for all children is a goal of the course. Students spend additional hours engaged in classroom observations, study-group discussions, and field-based experiences. Prerequisite: EDC 238. Juniors, seniors and graduate students only. Instructor permission required.

This course examines the multicultural approach in education, its roots in social protest movements and its role in educational reform. The course aims to develop an understanding of the key concepts, developments and controversies in the field of multicultural education; cultivate sensitivity to the experiences of diverse people in American society; explore alternative approaches for working with diverse students and their families; and develop a sound philosophical and pedagogical rationale for a multicultural education. Strand Designation: International/Global. Enrollment limited to 35.

This course combines perspectives on cognition and learning to examine the teaching-learning process in educational settings. In addition to cognitive factors, the course incorporates contextual factors, such as classroom structure, teacher belief systems, peer relationships and educational policy. Consideration of the teaching-learning process highlights subject matter instruction and assessment. Prerequisite: a genuine interest in better understanding teaching and learning. Enrollment limited to 30.

This course is a study of the theories of growth and development of children, from prenatal development through adolescence; looks at basic considerations of theoretical application to the educative process and child study. Involves directed observation in a variety of child-care and educational settings. Enrollment limited to 55.

This course centers a critical approach to studying education through feminist and decolonial perspectives. Drawing on the interdisciplinary understandings that have been advanced through these movements students will: (1) analyze education as a global phenomenon and its social purpose, (2) identify structural inequalities in education, and (3) consider how to address the legacy of colonialism in educational systems.

Knowledge of linguistics is a valuable tool for educators. Understanding the linguistic underpinnings of language, variation between spoken and written language, and sociolinguistic variation that exists in the classroom is beneficial in teaching reading and writing to all students and in understanding classroom discourse. Knowing how language works allows educators to recognize the linguistic issues they may encounter, including delays in reading; the effects of multilingualism on writing, speaking, and reading; and differences due to dialectical variation.

This course is designed with two central goals. First, to use microeconomic and econometric tools to explore and understand crime and incarceration. Relevant topics include but are not limited to: Are criminals rational economic actors? What policies most efficiently mitigate the social costs associated with criminal activity? What role does incarceration play in deterrence incapacitation and rehabilitation? Second, to develop the key tools for economic work including analytical thinking and writing as well as research and presentation skills. Prerequisites: ECO 220 and ECO 250 or equivalent.

What can history teach us about macroeconomic policy? This course will use macroeconomic history from 1913 to the present to explore key issues in macroeconomic policy that remain relevant today, with special focus on the Great Depression and Great Recession. Students will examine the evidence behind the theoretical frameworks presented in ECO 253 and delve into the empirical literature on both historical and contemporary monetary and fiscal policy. Prerequisites: ECO 253; and ECO 220 or SDS 220. Enrollment limited to 12. Juniors and seniors only. Instructor permission required.

An introduction to the research workflow in economics. Drawing on examples from a variety of economic fields, students will learn how to search, read and write about the economic literature and to generate reproducible economic data analysis using statistical software like R and Stata. The course focuses on the practical skills needed to apply the tools from economic theory and econometric methods to real economic research questions. Prerequisites: ECO 220, ECO 240, SDS 220 or SDS 291; and ECO 250 or ECO 253. Enrollment limited to 25.