Course
Descriptions
*Please note: Not all courses are
offered every semester. Consult the Williams College Course Catalog
or the Registrar's
Office for more detailed information regarding course offerings.
CORE COURSES:
Psychology
272: Psychology of Education
This course introduces students to a broad
range of theories and research on education. What models of teaching
work best, and for what purposes? How do we measure the success of various
education practices? What is the best way to describe the psychology
processes by which children gain information and expertise? What accounts
for individual differences in learning, and how do teachers (and schools)
address these individual needs? How do social and economic factors shape
teaching practices and the educational experiences of individual students?
The course will draw from a wide range of literature (research, theory,
and first hand accounts) to consider key questions in the psychology
of education. Upon completion of the course, students should be familiar
with central issues in pre-college education and know how educational
research and the practice of teaching affect one another.
Psychology
336: Adolescence
Why do we define adolescence as a distinct stage
of development? What are its perils and accomplishments? What internal
and external forces make adolescence such a volatile and formative stage
of life? The course considers a range of empirical and theoretical material,
as well as fiction and film, in order to identify and understand the
behavior and experience of adolescents. Topics include: identity, sexuality,
romantic love, intellectual growth, family relationships, psychological
problems, education, and variation between cultures.
Psychology
372: Advanced Seminar in Teaching and Learning
This advanced seminar will give students an opportunity to connect theory
to practice. Each student will have a teaching placement in a local
school, and participate in both peer and individual supervision. In
addition, we will read a range of texts that examine different approaches
to teaching, as well as theory and research on the process of education.
What is the best way to teach? How do various theories of children and
pedagogy translate into everyday practices with students? Students will
be encouraged to reflect and modify their own teaching practices as
a result of what we read as well as their supervision. Questions we
will discuss include: What is the relationship between educational goals
and curriculum development? What is the relation between substance (knowledge,
skills, content) and the interpersonal dynamic inherent in a classroom
setting? How do we assess teaching practices, and the students' learning?
What does it take to be an educated person?
ADDITIONAL ELECTIVES:
Economics
357: The Strange Economics of College
This tutorial applies economic theory and econometric
techniques in analyzing selected topics relating to the economics of
higher education. The intent is not to try to expose you to all aspects
of higher education economics. Instead, we will focus on issues of college
access and choice, pricing policy, productivity, economic and non-economic
educational returns, academic tenure, selective admission, peer effects,
and merit aid. Format: tutorial; will meet in groups of 3.
Economics
359: The Economics of Higher Education
This seminar
explores the economics and financing of colleges and universities, with
a particular focus on contemporary policy issues. A structured sequence
of readings and case studies serve as the backbone of the course. Course
materials will apply economic theory to selected policy issues, including
tuition and financial aid, the individual and societal returns of higher
education, and academic labor markets. The course will also introduce
students to the financial structure and management of colleges, including
funding sources, budget processes, and policies and issues regarding
the finance of higher education.
EXPR 252: Service, Community, and Self
The
purpose of this student-initiated, student-run course is not to evangelize
community service as undisputedly good, but to challenge conceptions
of "service" and motivations to "serve." Volunteer
experiences integrated with reflection are a vehicle for questioning
one's conception of self and relations to a community. Thus, this course
is directed not only to students who want to enter the field of social
work, but to anyone who pays taxes, votes, and is a participating member
of society. Students integrate active participation in a community social
service organization with readings and class discussions. The readings
are interdisciplinary, ranging from fiction and autobiographies, to
sociological studies and political-economic analyses.
Mathematics
285:
Teaching
Mathematics
Under faculty
supervision, student-teachers will prepare and conduct scheduled weekly
extra sessions for calculus, for smaller, assigned groups of students.
For these sessions they will prepare presentations, assign and grade
homework, and answer questions on the course material and on the homework.
They will be available to their students outside of class, attend and
assist at calculus lectures (3 hours a week), and visit and evaluate
each other's sessions. There is a busy weekly meeting, for an hour or
two, including organizational matters, deeper study of the calculus,
and practical teaching skills. There will be assigned readings, discussion,
drills, and weekly homework or papers. The student-teachers will participate
in the design and review of exams, weighing the importance and difficulty
of questions, and observing the kinds of mistakes the students make.
Latina/o Studies 332 (F): Latinos and Education: the politics of schooling, language, and Latino Studies
Schools have often become the focal point for debates over the relationship between cultural identity, intellectual abilities, and the production of knowledge. What should be taught, who should be taught, and how they should be taught frame the politics of schooling. Language has often taken center stage in these debates. This course examines the effects of educational policies and practices on the development of Latina/o students and communities. We will also consider how these students and communities have resourcefully carved out spaces and made demands to meet their educational needs. Topics include school desegregation, bilingual education, student walk-outs and sit-ins, as well as the origins and advancement of Chicano Studies, Puerto Rican Studies, and more recently Latino Studies programs on college campuses. Through a series of three essays, students will critically engage the major themes of the course as they also engage each other in the form of peer-reviews and other in-class writing workshops.
Philosophy
208: The Philosophy of Education: Moral Autobiography
In
Plato's dialogue, Meno asks, "Can you tell me, Socrates, can virtue
be taught?" We will investigate Meno's question through such moral
autobiographies as John Stuart Mill, Autobiography, Mohandas
K. Gandhi, An Autobiography: The Story of My Experiments with Truth,
Harriet A. Jacobs, Incidents in the Life of a Slave Girl, and
Georges Dreyfus, The Sound of Two Hands Clapping: The Education
of a Tibetan Buddhist Monk. We will begin the course by writing
(and sharing with each other) our own (brief) moral autobiographies.
During the semester, in light of the readings and class discussions,
we will continually and seriously revise our moral autobiographies,
culminating in polished, longer final works. Thus, this is a writing
intensive course, and all the writing (after the first week) will consist
of revision.
Psychology
101: Introduction to Psychology
An
introduction to the major subfields of psychology: behavioral neuroscience,
cognitive, developmental, social, personality, psychopathology, and
health. The course aims to acquaint students with the major methods,
theoretical points of view, and findings of each subfield. Important
concepts are exemplified by a study of selected topics and issues within
each of these areas.
Psychology 232: Developmental Psychology
An introduction to the study of human growth
and development from infancy through adulthood. Topics for discussion
include perceptual and motor development, language acquisition, memory
and intellectual development, and social and emotional development.
These topics form the basis for a discussion of the major theories of
human development, including social learning, psychoanalytic and cognitive-developmental
models.
Psychology 242: Social Psychology
A survey of theory and research in social psychology.
Topics include the self, social perception, conformity, attitudes and
attitude change, prejudice, aggression, altruism, interpersonal attraction,
and intergroup conflict. Special attention is given to applications
to political campaigning, advertising, law, business, and health.
Psychology 333: Child Study
How do we know what children know, what they
feel, and what they do? This course provides students with direct experience
with children and the approaches used to investigate the world of childhood.
Through observation and interaction with children, we discover how they
develop social skills, sex roles, emotions and emotion control, and
self-knowledge.
Psychology
337: Childhood Disorders and Therapy
This course is a study of clinical child psychology.
Disorders typically found in childhood and adolescence, including anorexia,
phobias, learning disabilities, infantile autism, and schizophrenia
are examined; and several different treatment approaches, including
non-directive play therapy, behavior modification, and contemporary
psychoanalysis are discussed.
Psychology
342: The Psychology of Leadership
How do leaders emerge? Who are they? When do
they succeed or fail? This course studies questions of leadership and
the relevant theory and research on social influence, persuasion, decision-making
and group dynamics. Topics include the behavior of leaders, the perception
of leaders, and the interaction of personal and situational factors
in the emergence and effectiveness of leadership. Examples of leadership
in organizations, politics, government, sports, the military, and higher
education are considered. All students will design and conduct an empirical
research project.
Psychology
351: Peer Relations
An
exploration of the important ways peer relationships influence children's
emotional, cognitive, and social development. We consider various aspects
of childhood peer rejection, including emergence and maintenance of
peer difficulties, short- and long-term consequences, and intervention
and prevention programs. A variety of research methodologies and assessment
strategies will be considered. All students will design and conduct
an empirical research project based on the concepts discussed, to be
critiqued throughout the semester.
WINTER STUDIES COURSES: :
ANSO
012: Children and the Courts: Internship in the Crisis in Child Abuse
Williams students interested in social services and working with children
can observe the legal procedures relating to the care and protection
of children in this Winter Study course. Students will observe courtroom
proceedings, have access to Department records for purposes of analysis,
and work with social workers to gain a clinical perspective on the cases
they observe. The class will also meet to discuss readings and the cases
they observe. Students will be expected to keep a journal and to write
a 10-page final paper. Contact: Judith Locke, Associate Justice of the
Juvenile Court, Commonwealth of Massachusetts, 458-4833
ARTH
016: Museums and Culture
In this Winter Study course, students will explore the role of the art
museum today in the collection, interpretation and dissemination of
culture. The class will meet to discuss readings and exhibits, and will
include speakers from the Williams College Museum of Art, Williams College
Faculty, and potentially other museums as well. Students will work with
the "Labeltalk" program and create their own labels for works
of art, as faculty members have done for the series in the past. Contact:
Marion Goethals, Williams College Museum of Art, 413-597-3220, Marion.M.Goethals@williams.edu
Chelsea
Boys and Girls Club
In 1999, Williams students were offered the Winter Study option of volunteering
at the Chelsea Boys and Girls Club, outside of Boston. This opportunity
may also become available in the future. Directed by Williams alum Josh
Kraft, the club offers after-school programming such as academic tutoring,
art, sports, leadership, community service, and outdoor activities.
Through the Kraft Social Service Internship, offered by OCC, one student
works at teh camp each summer as a counselor, leading field trips and
teaching art, sports, or recreation. The club has a very diverse membership,
and would be an excellent experience for those interested in the challenges
and rewards associated with inner-city schools. contact: Abbey.S.Eisenhower,
Williams College, Abbey.S.Eisenhower@williams.edu
PSCI
010: Controversial Issues in Education
This winter study seminar is designed to explore controversies in primary
and secondary education in the United States. We will begin by considering
the major challenges facing public education, including retaining qualified
teachers and administrators, curbing school violence, and addressing
inequities in funding. We then will consider the main proposals for
and the likely consequences of various proposals of reform. In particular,
the course will address debates about "high stake" testing,
bilingual education, special and gifted education; charter schools,
vouchers, and education-for-profit program; and curriculum theory and
the role of character education. While evaluating the sides of each
issue, students will consider the philosophy grounding each perspecitive
and the political and social effects of the different methods of reform.
PSCI 019: Service Learning Internships
Students will to work closely with an organization dedicated to improving
the quality of life of a community in this Winter Study course. Students
set up internships with organizations close to Williamstown or in their
home communities, including childcare centers, nursing homes and hospitals,
shelters, schools and youth centers, or conservation and environmental
advocacy groups. Students will meet several times to discuss short readings
and their experiences. A 10-page final paper is expected. Contact: Cathy
Johnson, Department of Political Science at Williams College, 413-597-2519,
Cathy.M.Johnson@williams.edu
PSYC
341: Stereotypes, Prejudice, and Discrimination
This
course will examine social psychological theories and research that
are relevant to the understanding of stereotypes, prejudice, and discrimination.
We will take a variety of social psychological perspectives, emphasizing
sociocultural, cognitive, personality, or motivational explanations.
We will examine the impact that stereotypes and prejudice have on people's
perceptions of and behaviors toward particular groups or group members
and will explore a variety of factors that tend to exacerbate or weaken
this impact. We also will consider some of the sources of stereotypes,
prejudice, and discrimination and some of the processes through which
they are maintained, strengthened, or revised. In addition, we will
examine some of the effects that stereotypes, prejudice, and discrimination
can have on members of stereotyped groups, as well as some implications
of the social psychological research findings for issues such as education
and business and government policies. A major component of this course
will be the examination of classic and ongoing empirical research.
SPEC
010: Quest for College: Early Awareness in Berkshire County Schools
This Winter Study course will spend time reading about issues of higher
education, and working with middle school students in a classroom to
educate them early-on about opportunities and the college process. The
class will culminate by planning and running College Day, an event for
local students and their parents including campus tours and information
sessions. Evaluation will be based on field work, work on College Day,
and a 10-page final paper. Contact: Gina Coleman, Office of Admissions
at Williams College, 413-597-3008, Gina.M.Coleman@williams.edu. Matthew
Swanson, Office of Admissions at Williams College, 413-597-3096, Matthew.A.Swanson@williams.edu
SPEC
011/CHEM 011/ENVI 011: Teaching Science for Kids
Designed for students interested in science and working with kids, this
Winter Study course allows students to develop a series of hands-on
science workshops for elementary school children and their parents.
Working in teams, students spend the first three weeks of Winter Study
planning the workshops. On the third weekend, elementary school children
and their parents come to Williams to participate in the workshops.
A focus is on learning how to plan classroom demonstrations, as well
as experiencing what it is like to give a presentation. Contact: Lawrence
Kaplan, Chemistry Department at Williams College, (413) 597-3303, Lawrence.J.Kaplan@williams.edu
SPEC
015: Deaf and Proud: An Introduction to Deaf Language and Culture
The aim of this Winter Study course is to introduce students to the
language and community/culture of deaf people. Students will read and
discuss issues surrounding American Sign Language, the social and economic
status of the deaf community, and the social and political constraints
imposed upon them. Several native signers will be invited to lecture
and discuss these issues with students. Students will be expected to
keep a journal, write a 5-page paper, participate in class, and complete
a final project. Contact: Jana Sawicki, Department of Philosophy at
Williams College, 413-597-2305, Jana.L.Sawicki@williams.edu
SPEC
027: Teaching and Writing at Roosevelt High School
As a Winter Study course, Williams College students spend the month
of January working with English teachers at Roosevelt High School in
New York City. Williams students take full responsibility for the AP
English class during the month, planning and implementing lessons and
working with student papers. They also work with other classes, including
a literacy class and a drama class, working with small groups or as
individual tutors. Williams students also help students prepare college
application essays and work on other writing projects. Contact: Gail
Newman, Professor of German and Russian at Williams College, (413) 597-2378,
Gail.M.Newman@williams.edu
Teaching
Practicum in the Bronx, Manhattan, or Harlem
Sophomores, juniors, and seniors participating in these Winter Study
courses will be expected to pursue a full day's program of observing,
teaching, tutoring, and mentoring. Students participating in SPEC 028
will teach at Christopher Columbus HS in the Bronx or at A. Philip Randolph
HS in Manhattan, while SPEC 036 students will teach at St. Aloysius
School in Harlem. SPEC 029 will offer opportunities for students to
teach at a Junior High School in the Bronx or Manhattan. Each of the
schools will provide a resident supervisor for the Williams teaching
interns who will meet regularly to assist with questions and to monitor
individual schedules. Criteria for a pass include full-time affiliation
with the school for the entire winter study, keeping a daily journal,
participating in the weekly after school seminars held for all of the
NYC teaching practicums, and submitting a 5- to l0-page report at the
end of Winter Study. Contact: P. Smith, Coordinator of High School/College
Partnerships
Teaching Practicum in Williamstown
Students interested in teaching may submit applications for a Winter
Study assignment as a teacher's aide at Mt. Greylock Regional High School
or at the Williamstown Elementary School. Those accepted will work under
the supervision of a regular member of the teaching staff and submit
a report on their work at the end of the Winter Study Period. This project
involves a four-week commitment to full-time affiliation with the school.
Interested students should consult before winter study registration
with Professor Friedman, 304 Bronfman. He will assist in arranging placements
and monitor students' progress during the four-week period. Criteria
for pass include full time affiliation with the school and a final 10-page
report. The final report should summarize the student's experiences
and reflections as drawn from a daily journal. Contact: Elliot Friedman,
Psychology Department, efriedman@williams.edu , 597-3518/422
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