Urban Studies Program

After declaration of the major or correlate sequence, no NRO work will be permissible or applicable to the major.

Programs

Major

Correlate Sequence in Urban Studies

Courses

Urban Studies: I. Introductory

100a and b. Introduction to Urban Studies (1)

As an introduction to urban inquiry, this course focuses on the historical evolution of cities, socio-spatial conflicts, and changing cultural meanings of urbanism. We examine the formation of urban hierarchies of power and privilege, along with their attendant contradictions and social movements of contestation, in terms of the rights to the city and the prospects for inclusive, participatory governance. Instructors coordinate the course with the assistance of guest presentations by other Urban Studies faculty, thereby providing insight into the architecture, cultures, economics, geography, history, planning, and politics of the city. The course involves study of specific urban issues, their theory and methodology, in anticipation of subsequent work at more advanced levels. Mr. Koechlin, Mr. Nevarez.

Two 75-minute periods.

170a and b. Introduction to Architectural History (1)

(Same as ART 170) An overview of the history of western architecture from the pyramids to the present. The course is organized in modules to highlight the methods by which architects have articulated the basic problem of covering space and adapting it to human needs. Mr. Adams.

Not offered in 2014/15.

Two 75-minute periods.

177b. Special Topics: Imagining the City (1/2)

(Same as AMST 177 and ENGL 177) Topic for 2014/15b: Imagining the City. This six-week course will survey 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 will 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." Mr. Hsu.

Urban Studies: II. Intermediate

200b. Urban Theory (1)

This course reviews the development of theories regarding human behavior in cities and the production of space. The course spans the twentieth century, from the industrial city to the themed spaces of contemporary cities. Literature and topics examined to include the German school, urban ecology, debates in planning and architecture, political economy, and the cultural turns in urban studies. Ms. Brawley.

Prerequisite: URBS 100 or permission of the instructor.

222b. Urban Political Economy (1)

(Same as INTL 222) This course employs the multidisciplinary lens of political economy to analyze economic development, social inequality, and political conflict in contemporary cities. Why do people and resources tend to concentrate in cities? How does the urban landscape promote and constrain political conflict and distribute economic and social rewards? How are local outcomes influenced by global political-economic forces? The course develops an analytical framework to make sense of a variety of urban complexities, including poverty, segregation, suburban sprawl, the provision of affordable housing, global migration, and the effects of neoliberalism on rich and poor cities throughout the world. Mr. Koechlin.

Not offered in 2014/15.

230a. Making Cities (1)

This course surveys the production of urban space, from the mid 19th century industrial city to today's post-bubble metropolis. Theories of urban planning and design, landscape architecture, infrastructure and real estate development are discussed in the context of a broad range of social, cultural, political and economic forces that have shaped urban space. Looking at American and European case studies, we ask: Who made decisions on the production of urban space? How were urban interventions actually brought about? Who were the winners and losers? Mr. Armborst.

Two 75-minute periods.

232b. Design and the City: Contemporary Urbanisms (1)

This course looks at the evolving theories and practices of urban design since 1960, with a focus on current projects and debates. Initially conceived as the design discipline of the public realm, urban design has been transformed and redefined in relation to the changing modes of production of urban space. Today, in an urban environment that is largely shaped by forces and processes beyond the control of architects, planners and designers, the role of urban design is highly contingent on specific actors and projects. In addition to discussing readings from the past 50 years, we study a number of practices and projects from around the world. Mr. Armborst.

Two 75-minute periods.

235b. Quality of Life (1)

(Same as SOCI 235) In a world of cultural diversity, uneven development, and political conflict, enhancing quality of life is arguably the unifying principle in our ambitions for social planning and personal life. But just what does "quality of life" mean? How did it become a preeminent concern for policy-makers and the public at large? And what is at stake if we subordinate other conceptions of the common good to this most subjective and individualistic of ideas? This course takes up these questions through an examination of quality of life's conceptual dimensions and social contexts. Topics include global development policy, patient-doctor conflicts over the right to die, the pressures of work-life balance, the influence of consumer marketing, the voluntary simplicity movement, the "quality of life city," and the cultural divides between conservative "Red States" and liberal "Blue States." Mr. Nevarez.

Not offered in 2014/15.

Two 75-minute periods.

237b. Community Development (1)

(Same as SOCI 237) This course provides hands-on lessons in nonprofit organizations, urban inequality, and economic development that are intended to supplement theoretical perspectives offered in other classes. Students examine local efforts to revitalize neighborhoods, provide social services, leverage social capital, and promote homeowner and business investment in the contemporary city. A community development initiative in the City of Poughkeepsie (to be determined) provides the case study around which lectures, readings, and guest speakers are selected. The course includes a special weekly lab section during which students volunteer at local organizations, conduct fieldwork, or otherwise independently gather and analyze data in support of the case study. Students are graded for both their comprehension of course materials (in essays and exams) and their participation in the community-development initiative (through fieldwork and the final report written collectively by the instructor and students). Mr. Nevarez.

Not offered in 2014/15.

Two 2-hour periods.

245a. The Ethnographer's Craft (1)

(Same as ANTH 245) This course introduces students to the methods employed in constructing and analyzing ethnographic materials through readings, classroom lectures, and discussions with regular field exercises. Students gain experience in participant-observation, fieldnote-taking, interviewing, survey sampling, symbolic analysis, the use of archival documents, and the use of contemporary media. Attention is also given to current concerns with interpretation and modes of representation. Throughout the semester, students practice skills they learn in the course as they design, carry out, and write up original ethnographic projects. Ms. Lowe Swift.

Two 75-minute periods.

249a. The Politics of City, Suburb, Neighborhood (1)

(Same as POLI 249) An examination of the development, organization, and practice of the varied forms of politics in metropolitan areas. Main themes include struggles between machine and reform politicians in cities; fiscal politics and urban pre-occupations with economic growth, racial and class politics; changes in federal urban policies; neighborhood politics and alternative forms of community organization; suburban politics and race/class. Mr. Plotkin.

Not offered in 2014/15.

Two 75-minute periods.

250b. Urban Geography: Space, Place, Environment (1)

(Same as GEOG 250) Now that most of the world's population lives in urban areas, expanding city-regions pose a series of social, spatial and environmental problems. This course focuses on the making of urban spaces, places, and environments at a variety of geographical scales. We examine entrepreneurial urban branding, sense of place and place making, geographies of race and class, urbanization of nature, environmental and spatial justice, and urban risk and resilience in facing climate change. Concentrating on American urbanism, case studies include New York City, Poughkeepsie, Chicago, Los Angeles, and San Francisco. Students also research specific issues in cities of their own choice, such as land-use planning and public space, historic preservation, transit-oriented development, urban ecology and restoration, urban sustainability programs, and citizen movements for livable cities. Mr. Godfrey.

Not offered in 2014/15.

Two 75-minute periods.

252a. Cities of the Global South: Urbanization and Social Change in the Developing World (1)

(Same as GEOG 252 and INTL 252) The largest and fastest wave of urbanization in human history is now underway in the Global South---the developing countries of Africa, Asia, Latin America, and the Middle East. Most of the world's urban population already resides here, where mega-cities now reach massive proportions. Despite widespread economic dynamism, high rates of urbanization and deprivation often coincide, so many of the 21st century's greatest challenges will arise in the Global South. This course examines postcolonial urbanism, global-city and ordinary-city theories, informal settlements and slums, social and environmental justice, and urban design, planning, and governance. We study scholarly, journalistic, and film depictions of Mexico City and Rio de Janeiro in Latin America; Algiers and Lagos in Africa; Cairo and Istanbul in the Middle East; and Beijing and Mumbai in Asia. Mr. Godfrey.

Prerequisite: a previous Geography or Urban Studies course.

Two 75-minute periods.

254a. Victorian Britain (1)

(Same as HIST 254) This course examines some of the key transformations that Victorians experienced, including industrialization, the rise of a class-based society, political reform, and the women's movement. We explore why people then, and historians since, have characterized the Victorian age as a time of progress and optimism as well as an era of anxiety and doubt. Ms. Murdoch.

Not offered in 2014/15.

255b. Race, Representation, and Resistance in U.S. Schools (1)

(Same as AFRS 255 and EDUC 255) 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. Ms. Malsbary.

Two 75-minute periods.

257b. Genre and the Postcolonial City (1)

(Same as AFRS 257 and POLI 257) This course explores the physical and imaginative dimensions of selected postcolonial cities. The theoretical texts, genres of expression and cultural contexts that the course engages address the dynamics of urban governance as well as aesthetic strategies and everyday practices that continue to reframe existing senses of reality in the postcolonial city. Through an engagement with literary, cinematic, architectural among other forms of urban mediation and production, the course examines the politics of migrancy, colonialism, gender, class and race as they come to bear on political identities, urban rhythms and the built environment. Case studies include: Johannesburg , Nairobi, Algiers and migrant enclaves in London and Paris. Mr. Opondo.

Not offered in 2014/15.

Two 75-minute periods.

258b. Sustainable Landscapes: Bridging Place and Environment in Poughkeepsie (1)

(Same as GEOG 258) Geographers have long understood the relationship of aesthetic landscapes and place to include concepts of identity, control, and territory. Increasingly we consider landscape aesthetics in the context of sustainability and environmental quality. How do these contrasting sets of priorities meet in the process of landscape design and land use analysis? In this course we begin by examining regional and local histories of landscape design and land use planning and their relationship to concepts of place, territory, and identity. We consider landscape ecological approaches to marrying aesthetic, land use planning, and environmental priorities in landscapes. We investigate local issues such as watershed quality, native plantings, and storm water management in the context of local land use planning in order to consider creative ways to bridge these once-contrary approaches to understanding the landscapes we occupy and construct. We focus on projects and topics related to the greater Poughkeepsie area. Ms. Blickstein.
 

Prerequisite: one 100-level course in Geography.

One 3-hour period.

270a. Gender and Social Space (1)

(Same as GEOG 270 and WMST 270) This course explores the ways in which gender informs the spatial organization of daily life; the interrelation of gender and key spatial forms and practices such as the home, the city, the hotel, migration, shopping, community activism, and walking at night. It draws on feminist theoretical work from diverse fields such as geography, architecture, anthropology and urban studies not only to begin to map the gendered divisions of the social world but also to understand gender itself as a spatial practice. Ms. Brawley.

Two 75-minute periods.

271a. Visual Urbanism (1)

(Same as MEDS 271) This course examines correspondences between the emergent metrop-olis and practices of urban spectatorship. We approach the moderniza- tion of vision as an aspect of capitalist urbanization, as we engage the shifting media forms that have refracted and regulated modernity's urban conditions from the mid-19th century to the present: camera obscura, magic lantern, window display, crime photography, film noir, snapshot, broadcast television, billboard, hand-held video, SimCity, Google earth, CCTV, immersive VR. Issues we investigate include: the increasing predominance of visual culture in urban everyday life; the distracted attention of the urban spectator as a mode of modern subjectivity; the role of the visual in shaping both official and vernac- ular understandings of the city; the use of city image and urban brand in urban development; the merging of physical and information space as urban landscapes become media-saturated environments; urban surveillance and the use of the visual as a vector of modern political power. Throughout, we approach urban visibility as a fiercely ambiva- lent force: both a source of spectacle and a tool to render legible the hidden powers that structure urban everyday life. Readings include works by Roland Barthes, Jonathan Beller, Walter Benjamin, Guliano Bruno, Susan Buck-Morss, Christine Boyer, Rey Chow, Elizabeth Currid, Jonathan Crary, Guy Debord, Anne Friedberg, Eric Gordon, Tom Gunning, Miriam Greenberg, Frederic Jameson, Rem Koolhaas, Kevin Lynch, W.T.J. Mitchell, Venessa Schwartz, William White, and Raymond Williams. Ms. Brawley.

Not offered in 2014/15.

Two 75-minute periods.

272b. Buildings and Cities after the Industrial Revolution (1)

(Same as ART 272) Architecture and urbanism were utterly changed by the forces of the industrial revolution. New materials (iron and steel), building type (train stations, skyscrapers), building practice (the rise of professional societies and large corporate firms), and newly remade cities (London, Paris, Vienna) provided a setting for modern life. The course begins with the liberation of the architectural imagination around 1750 and terminates with the rise of modernism at the beginning of the twentieth century (Gropius, Le Corbusier). Mr. Adams.

Prerequisite: ART 105-ART 106 or permission of the instructor.

Two 75-minute periods.

273b. Modern Architecture and Beyond (1)

(Same as ART 273) European and American architecture and city building (1920 to the present); examination of the diffusion of modernism and its reinterpretation by corporate America and Soviet Russia. Discussion of subsequent critiques of modernism (postmodernism, deconstruction, new urbanism) and their limitations. Issues in contemporary architecture. Mr. Adams.

Prerequisite: ART 105-ART 106, or ART 170, or permission of the instructor.

Not offered in 2014/15.

Two 75-minute periods.

275b. Rome: Architecture and Urbanism (1)

(Same as ART 275) The Eternal City has been transformed many times since its legendary founding by Romulus and Remus. This course presents an overview of the history of the city of Rome in antiquity, the Middle Ages, the Renaissance, the Baroque period, and modern times. The course examines the ways that site, architecture, urbanism, and politics have interacted to produce one of the world's densest urban fabrics. The course focuses on Rome's major architectural and urban monuments over time (e.g., Pantheon, St. Peters, the Capitoline hill) as well as discussions of the dynamic forms of Roman power and religion. Literature, music and film also will be included as appropriate. Mr. Adams.

Prerequisite: ART 105-ART 106, or ART 170 or permission of the instructor.

Not offered in 2014/15.

Two 75-minute periods.

277a. The Making of the (1)

(Same as HIST 277) In 1941, Henry Luce, the publisher of Time and Life magazines, proclaimed the twentieth as "America's century." In comparison to the rest of the world, he noted, the United States was richer in material goods, with more opportunities for leisure. This course covers the major social, political, and cultural developments during the decades when the US emerged as the preeminent industrial power. We look closely at changes in the social and political institutions which emerged out of the crises of the 1890s, the Great Depression, and World War II. We also pay attention to the growth of mass consumption and mass leisure in this very diverse society. Among the sources we study are memoirs, government documents, political tracts, and popular films. Ms. Cohen.

288a. The Politics of Language in Schools and Society (1)

(Same as AFRS 288, EDUC 288,and LALS 288) 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? Ms. Malsbary.

Prerequisite: EDUC 235 or permission of the instructor.

Two 75-minute periods.

290a or b. Field Work (1/2to1)

Individual projects through field work office, under supervision of one of the participating instructors. May be elected during the college year or during the summer.

Special permission.

Unscheduled.

298a or b. Independent Work (1/2to1)

Individual project of reading or research, uder supervision of one of the participating instructors.

Urban Studies: III. Advanced

300a. Senior Thesis (1/2)

A thesis written in two semesters for one unit. The Program.

Yearlong course 300-URBS 301.

301b. Senior Thesis (1/2)

A thesis written in two semesters for one unit. The Program.

Yearlong course URBS 300-301.

303a and b. Advanced Debates in Urban Studies (1)

This seminar focuses on selected issues of importance in Urban Studies. Topics vary according to the instructor. The course is required of all majors and may be taken during the junior or senior years; it can be repeated for credit if the topic has changed.

Topic for 2014/15a: Global Ghetto: Ethnic Geographies of Divided Cities. Global cities have long been divided by their ethnic geographies-- spatial divisions of class, race, national origin, religion, gender, and other sources of status and identity. This multidisciplinary seminar explores how and why urban space has become inscribed by such ethnic differences, both historically and in our contemporary globalized world. We consider ideals of ethnic integration and realities of segregation; migratory processes and congregation by choice; alternative discourses of assimilation, multiculturalism, and transnationalism; and the formal and informal mechanisms that maintain -- and those that undermine -- urban inequality in what Mike Davis calls our "planet of slums." After tracing origins of the Jewish ghetto in medieval Europe, we turn to how the ghetto has been applied successively to European immigrant, African-American, and other ethnic enclaves of U.S. cities. Controversies concerning gentrification and displacement in New York City's Harlem, Chinatown, and East Village, and in San Francisco's Mission District, provide contemporary examples for discussion. To provide global cross-cultural comparison, we also examine the informal favela communities of Brazil and the urban slums of India. In addition to the social sciences, we also consider literary and artistic perspectives on urban murals, graffiti, and other cultural movements. Field trips examine such issues in New York City and Poughkeepsie. Mr. Godfrey and Mr. Simpson.

Topic for 2014/15b: Musical Urbanism. How is the urban experience represented aesthetically? How do cities sustain artistic milieus and cultural production? What is genuinely 'local' about local culture? This seminar takes these questions up through the case of twentieth century popular music and related cultural expressions and media. We inquire into the complex and dynamic relationships between (cultural) urbanism and (spatial, economic, demographic) urbanization by examining the urban dimensions of popular music; its inspiration, production, transmission, consumption, and appreciation, as documented by social research, literary fiction, film, and sound recordings. Additionally, we investigate the complementarities and tensions of empirical, literary, and critical methods to knowing and representing the city. Mr. Hsu and Mr. Nevarez.

Prerequisite: URBS 100 and URBS 200 or equivalent.

Note: Enrollment by special permission.

One 3-hour period.

316a and b. Constantinople/Istanbul: 1453 (1)

(Same as HIST 316) This seminar examines a turning point in history-the end of the Byzantine Empire and the rise of the Ottoman Empire. The focus is the siege of Constantinople as seen in primary accounts and modem studies. The course also looks closely at culture and society in late Byzantium and the early Ottoman Empire. Specific topics include the post-1453 Greek refugee community, the transformation of Constantinople into Istanbul, and the role of Western European powers and the papacy as allies and antagonists of both empires. Ms. Bisaha.

Not offered in 2014/15.

One 2-hour period.

320a and b. Mapping the Middle Landscape (1)

A majority of Americans today live, work and shop in an environment that Leo Marx has termed "the middle landscape": the suburban and exurban area between city and countryside. This reading and research seminar investigates some of the middle landscape's peculiar spatial products, such as master planned communities, mega-malls and ethnoburbs. The investigation will focus on the physical environment as well as the general attitudes, fears and economic forces that shaped this environment. After a series of introductory lectures and discussions, students will produce detailed case studies, using a variety of mapping techniques. Mr. Armborst.

Not offered in 2014/15.

One 3-hour period.

326a and b. Challenging Ethnicity (1)

(Same as AFRS 326 and ENGL 326) An exploration of literary and artistic engagements with ethnicity. Contents and approaches vary from year to year.

Not offered in 2014/15.

340a and b. Advanced Urban and Regional Studies (1)

Not offered in 2014/15.

350a and b. New York City as a Social Laboratory (1)

(Same as ENST 350) In a classic essay on urban studies, sociologist Robert Park once called the city "a laboratory or clinic in which human nature and social processes may be conveniently and profitably studied." The scale, dynamism, and complexity of New York City make it a social laboratory without equal. This seminar provides a multidisciplinary inquiry into New York City as a case study in selected urban issues. Classroom meetings are combined with the field-based investigations that are a hallmark of Urban Studies. Site visits in New York City allow meetings with scholars, officials, developers, community leaders and others actively involved in urban affairs. Topics for the seminar may change from year to year, in which case the course may be repeated for credit.

Prerequisite: permission of the instructor.

Not offered in 2014/15.

352b. The City in Fragments (1)

(Same as MEDS 352) In this seminar, we use the concept of the fragment to explore the contemporary city, and vice versa. We draw on the work of Walter Benjamin, for whom the fragment was both a central symptom of urban modernity and a potentially radical mode of inquiry. We also use the figure of the fragment to explore and to experiment with the situationist urbanism of Guy Debord, to address the failure of modernist dreams for the city, and to reframe the question of the "global" in contemporary discussions of global urbanization. Finally, we use the fragment to destabilize notions of experience and evidence---so central to positivist understandings of the city---as we make regular visits to discover, as it were, non-monumental New York. Readings include works by Walter Benjamin, Stefano Boeri, Christine Boyer, Guy Debord, Rosalyb Deytsche, Paul Gilroy, Rem Koolhaas, Henri Lefebvre, Thomas Lacquer, Saskia Sassen, Mark Wigley, and others. Ms. Brawley, Mr. Chang.

Prerequisite: permission of the instructor.

356b. Environment and Land Use Planning (1)

(Same as ENST 356 and GEOG 356) This seminar focuses on land-use issues such as open-space planning, urban design, transportation planning, and the social and environmental effects of planning and land use policies. The focus of the course this year is impacts of planning policies (such as transportation, zoning, or growth boundaries) on environmental quality, including open space preservation, farmland conservation, and environmental services. We begin with global and regional examples and then apply ideas in the context of Dutchess County's trajectory of land use change and planning policies. Ms. Cunningham.

Prerequisite: one 200-level course in Geography, Urban Studies or Environmental Studies.

Not offered in 2014/15.

One 3-hour period.

367b. Urban Education Reform (1)

(Same as EDUC 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. Ms. Hantzopoulos.

Prerequisite: EDUC 235 or permission of the instructor.

One 2-hour period.

369b. Social Citizenship in an Urban Age (1)

(Same as HIST 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. Ms. Cohen.

One 2-hour period.

370b. Seminar in Architectural History: Rome of the Imagination (1)

(Same as ART 370) No city has had a greater influence on the architectural imagination than Rome. Throughout western history the standard for architecture has been measured by Rome. In this seminar we investigate the continuing hold and varied architectural interpretations of Rome and Romanness: the built Rome, the ruined Rome, and the imagined Rome. How has Rome changed its significance for architects over time? Among the architects we consider Andrea Palladio, Giovanni Battista Piranesi, E. L. Boullée, Giuseppe Terragni, Albert Speer, Gunnar Asplund, Louis Kahn and others. We may also consider those such as John Ruskin who reject the Roman stamps. Mr. Adams.

Prerequisite: permission of the instructor.

One 2-hour period.

373a. Adolescent Literacy (1)

(Same as EDUC 373) This course combines research, theory and practice in the context of an urban middle school. Concurrently with tutoring a student, we engage in case study research about the literacy's our students accept and resist in the various disciplines. We define literacy broadly and look at how school literacy compares and contrasts to the literacy's valued and in use in contexts outside of school. We explore how literacy learning is constructed through methods and curriculum with a special emphasis on the diversities at play in middle and high school classrooms. Conceptual understandings of knowledge, strategies that support attaining that knowledge and the role of motivation in learning are emphasized. Ms. McCloskey.

One 2-hour period; one hour of laboratory.

392b. Multidisciplinary Methods in Adolescent Education (1)

(Same as EDUC 392) 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 will 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 will explore of 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 will be a particular emphasis on literacy development and meeting the needs of English Language Learners. Ms. Hantzopoulos.

Prerequisite: EDUC 235.

One 2-hour period.

399a or b. Senior Independent Work (1/2to1)

Individual project of reading or research, under supervision of one of the participating instructors.