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EDUC B200  Community Learning Collaborative: Practicing Partnership
One of the four entry-point options for student majoring or minoring in Education Studies, this course is open to students exploring an interest in educational practice, theory, research, and policy. The course asks how myriad people, groups, and fields have defined the purpose of education, and considers the implications of conflicting definitions for generating new, more just, and more inclusive modes of "doing school" informed by community-based as well as academic streams of educational practice. In collaboration with practicing educators, students learn practical and philosophical approaches to experiential, community-engaged learning across individual relationships and organizational contexts. Fieldwork in an area school or organization required  

ENGL B244  Victorian Childhoods
This course will examine the explosion of interest in the figure of the child that occurred in Britain over the course of the nineteenth century. The Victorian era, marked by rapid industrialization, social reform, and evolving notions of morality, saw childhood emerge as a distinct phase of life requiring protection, education, and moral development. We'll move chronologically, comparing classic depictions of children in literature from the Romantic and Victorian periods with a range of other textual materials (philanthropic tracts; excerpts from government “Blue Books”; legal and medical writings; newspaper scandal stories;) in our attempts to understand some of the very different ways in which the child came to be defined in this era. We'll be especially attentive to questions of race, class and gender. Possible authors may include: Lewis Carroll, Frances Hodgson Burnett, William Blake, Arthur Morrison, George Eliot, Charles Dickens, J.M. Barrie, and others.  

PSYC B344  Early Childhood Experiences & Mental Health 
Development represents a unique period during which the brain shows enhanced plasticity, the important ability to adapt and change in response to experiences. During development, the brain may be especially vulnerable to the impacts of harmful experiences (e.g., neglect or exposure to toxins) and also especially responsive to the effects of positive factors (e.g., community resilience or clinical interventions). This seminar will explore how childhood experiences “get under the skin,” shaping neurobiological systems and exerting lasting effects on mental health and well-being. We will examine theoretical models of how early experiences shape development, considering the proposed mechanisms by which different features of childhood environments could shape psychological risk and resilience. We will evaluate the scientific evidence for these models and then apply this knowledge to consider what strategies for intervention–– at the level of the child, family, and society–– could help reduce psychopathology and promote well-being.