Course Descriptions

HDPS 201		Intro to Psych Services Overview of professional degrees, sites, and various populations in psychological services.  Introduction to the most common mental disorders and counseling fundamentals used in clinical mental health careers.
HDPS 222		Career Development: Theory and Counseling The process of career development and its relation to the world or work.  Discussion of career development theories.  Focus on self-assessment; decision-making skills; educational, occupational, and community information; and job-seeking skills.
HDPS 301		Counseling Theory and Practice Overview of counseling theories, techiniques, client systems, and service settings.
HDPS 311		Group Dynamics Theory and research in the social psychology of groups and social systems.  Small-and large-group dynamics; intergroup relations.  Participation in a weekend group relations conference.
HDPS 340		Marriage 101
HDPS 351		Group & Org Dynamics Seniors only
HDPS 351		Inter-parental Discord & Child Development Inter-parental Discord & Child Development
HDPS 351		Development in Context: Culture, Family and Child This course will focus on the various societal and cultural contexts in which child development is embedded. Particular emphasis will be given to the interaction between culture and family in their influence on child development. Furthermore, the active nature of children will be emphasized by examining how children construct the meaning of the world in which they live. The role of processes such as socialization, acculturation and enculturation in the construction of this meaning will be explored. For example, the dynamics of acculturation will be explored in the context of adaptation of children from immigrant families. This course is designed for upper-level undergraduate students. Some background course work in human development or developmental psychology, research design and introductory statistics is recommended but not required. This class will be conducted primarily as a seminar although some lectures will also be given. The class format requires regular attendance and active participation. In addition to weekly whole-group discussions, there will be frequent in-class activities, small group projects and occasional in-class writing assignments. Critical thinking, reflection and discussion on readings, class material, films, and activities are essential for students’ success in this class.
HDPS 351		Topics in HDPS
HDSP 402		Child Development Major theories and current empirical research concerning cognitive and social/emotional development of children. Interaction of internal maturational factors with effects of families, peers and schools.
LOC 211		Introduction to Organizational Theory Major organizational behavior theories are introduced; students have opportunities to examine these theories and practice through organizational analysis.
LOC 212		Learning and Understanding Framework for learning in all aspects of life: traditional school subjects, professional training, creative and performing arts, personal health, basic survival skills.  Students are encouraged to draw from their own experiences.
LOC 301		Macrocognition How people learn to understand, reason, and solve problems; knowledge representation, expertise, transfer, and metacognition; study of distributor congnition.
LOC 306		Studies in Org Change Theories and methods of organizational changes are examined through analysis of organizational adaptaions using theories from learning sciences and organizational behavior.
LOC 310		Learning Orgs for Complex Environments Major change factors, including technology, globalization, and demographics, and their impact on organizations; how organizations are creating and responding to these changes through organizational design, learning systems, and human resource changes.
LOC 311		Tools for Studying Organizations
LOC 351		Modeling Organizations This course begins with the premise that we are all modelers, in the sense that we construct explanations in our heads to simplify situations in which we want to answer a question. These may be personal questions -- such as, "What major should I pursue?" or "Is this the right summer internship for me?" They also may be questions about organizations -- such as, "Should we change the company's employee compensation policy?" When we observe organizations, gather information, draw inferences, and attempt to predict future outcomes, we are engaged in a process of informal modeling.  This course will cover why and how you might convert such informal models and intuitions into more tangible, formal models you can 'run,' explore, or perhaps use to try to change some small corner of the world.
LOC 391		Org Planning & Analysis Culminating academic experience in which students apply knowledge and skills to analysis of real-world learning and organizational change problems and to the design and analysis of solutions. 1. Seniors only. 2. Learning and organizational change seniors only.
SESP 195		Service Learning: First Year Discussion
SESP 201		Childhood & Adolescence Personal, social, and cognitive development, birth through adolescence.  Interplay of biological and experiential factors on linguistic and conceptual development, ego, and personality.
SESP 202		Community Development Historical and contemporary community building efforts, focusing on Chicago's neighborhoods.  Community development strategies: the settlement house, community organizing, and community economic development.
SESP 203		Adulthood & Aging Psychological, sociological, and biological factors influencing socialization and development from young and middle adutlhood through old age.  Influences of family, school, and work on the individual.
SESP 210		Intro to Stats & Research Definitions and classifications of terms used in quantitative methods; measures of typical and maximum performance, reliability, and validity checks; reporting and displaying data; interpreting results.
SESP 291		SEARLE Gateway Class
SESP 295		Service Learning: Second Year Discussion
SESP 298		Student Organized Seminar Students initiate courses supervised by sponsoring faculty to explore topics not covered in other courses.  Consulting with a faculty sponsor, students prepare a seminar plan and submit it to the assistant dean for student affairs before the middle of the quarter preceding the quarter in which the seminar is to be held.  The plan includes a topic description, reading list, specifications, and meeting schedule.  All proposals are formally reviewed and approved before the seminar is offered.  Enrollment is allowed in only one Student-Organized Seminar per quarter and must be on the pass/no credit basis.  Consult with the assistant dean for further details.
SESP 298 sec 21		Stud Org Sem Students initiate courses supervised by sponsoring faculty to explore topics not covered in other courses.  Consulting with a faculty sponsor, students prepare a seminar plan and submit it to the assistant dean for student affairs before the middle of the quarter preceding the quarter in which the seminar is to be held.  The plan includes a topic description, reading list, specifications, and meeting schedule.  All proposals are formally reviewed and approved before the seminar is offered.  Enrollment is allowed in only one Student-Organized Seminar per quarter and must be on the pass/no credit basis.  Consult with the assistant dean for further details.
SESP 299		Service Learning - Capstone Independent study courses leading to the completion of a capstone project for the Service Learning Certificate Program.
SESP 303 sec 20		Program Development and Implementation Intervention strategies in the areas of human development, education, psychological well-being, and social welfare within a social-ecological framework.  Emphasis on long-term change in people and social environments.
SESP 316		Moral Development & Human Values Moral development of the individual from several perspectives: age-development differences, cross-cultural and gender differences, relationship between moral reasoning and moral behavior.
SESP 317		Gender and the Life Course How age and sex serve as a basis for the social construction of men's and women's lives.  How social forces operate to create contrasting life trajectories, role patterns, and transitions; the role of social policies.  Comparative view of different societies and periods in recent history.
SESP 318		Adult Development and Work Careers Adult development and careers from the perspectives of psychology, sociology, and organizational behavior.  Individual career-development strategies and alternative career systems.
SESP 319		Family Development in a Changing Society Societal changes and their effects on the family.
SESP 351		Introduction to Statistical Methods in Education
SESP 351		Community Leadership
SESP 372		Methods of Observing Human Behavior Guided practice in systematic and participant observation of human behavior.  Observer bias, field notes, unobtrusive measures.
SESP 383/385		Practicum: HDPS (383) Intensive, supervised participant observation of interpersonal relationships, especially those of professional and client, and the effects of institutional structure and policy on both professionals and clients.  (385) Analysis seminar uses small-group meetings to analyze SESP 383 practicum experiences, organize student perceptions of their internships, and share them with other class members.  Taken concurrently.  Prerequisite: 372 and consent of program director.
SESP 383/385		Practicum: Social Policy (383) Intensive, supervised participant observation of interpersonal relationships, especially those of professional and client, and the effects of institutional structure and policy on both professionals and clients.  (385) Analysis seminar uses small-group meetings to analyze SESP 383 practicum experiences, organize student perceptions of their internships, and share them with other class members.  Taken concurrently.  Prerequisite: 372 and consent of program director.
SESP 383/385		Practicum: LOC (383) Intensive, supervised participant observation of interpersonal relationships, especially those of professional and client, and the effects of institutional structure and policy on both professionals and clients.  (385) Analysis seminar uses small-group meetings to analyze SESP 383 practicum experiences, organize student perceptions of their internships, and share them with other class members.  Taken concurrently.  Prerequisite: 372 and consent of program director.
SESP 390		Research Apprenticeship Opportunity for undergraduates to apprentice with faculty mentors engaged in research projects centering on questions of learning and human development and the organizational arrangements in which these processes occur.  Prerequisites: consent of instructor directing the research project and assisstant dean.  (Students wishing to register must first complete the Request for Independent Study/Special Courses Form available in the SESP Office of Student Affairs.)
SESP 391		Advanced Research Methods Overview of research methods that may be used in the design and implementation of the honors thesis.
SESP 398		Honors Thesis (3 units) Research experience in which students develop, design, implement, and evaluate a research project under the guidance of a faculty advisor.  Prerequisites: senior status; a cumulative grade point average of 3.5 by the end of winter quarter of the junior year; recommendation for the honors program by SESP 391 instructor(s); and consent of program director.
SESP 399		Independent Study Under the direction of faculty members, students pursue special topics not covered in regular courses around the questions of learning and human development and the organizational arrangements in which these processes occur.  Prerequisites: consent of instructor directing the study and of the assistant dean.  (Students wishing to register must first complete the Request for Independent Study/Special Courses Form available in the SESP Office of Student Affairs.)
Soc Pol 201		Intro to Social Policy Social policy formulation: the substance of major American social policies, the agenda-setting process, and the manner in which the American political system shapes social policy in this country.
Soc Pol 304		Social Policy & Human Services Development of social policy for human services in the United States.  Human service policies for education, mental health, physical health, income, and aging.
Soc Pol 305		Law & Social Policy Use and influence of the legal system in and on social institutions and policy.
Soc Pol 306		Current Issues in Policy & Education
Soc Pol 307		Educational Policy Conflict between societal imperative for selecting and preparing youth for future careers and offering youth opportunity; how society and schools address this conflict; various approaches to policy reform.
Soc Pol 310		Legal Aspects of Education Structure of school governance; decision making; relevant state and federal legislation; role of U.S. Supreme Court in affecting public schooling.
Soc Pol 330		Economics of Social Policy How economists view social policy issues.  Economic models of household decision making.  How economists account for costs and benefits of public and private programs and decisions.  Prerequisite: ECON 201, 202, or consent of instructor.
Soc Pol 351		Health Policy
Soc Pol 351		Topics in Social Policy
Teach Ed 302		Social Contents of Education
Teach Ed 304		Schooling & Communities The goal of this course is to prepare prospective teachers and others interested in community-based education initiatives to interact meaningfully with community organizations that engage young people. Teaching and learning occurs throughout adolescents’ lives; often we can learn about effective teaching by looking outside of schools before we investigate pedagogy within classrooms. An on-site field experience, readings, and guest speakers will enrich this course as participants explore community organizations, structures for working with schools and teachers, and teaching in nontraditional settings.   Action research methods - including observation/field notes, interviewing, and artifact analysis - as means to understanding how schools work and how theory and practice relate.  Includes 40 hours of field experience. Note: Students seeking certification must take the Illinois Basic Skills Test before the end of the quarter of enrollment in TEACH ED 304.
Teach Ed 313		Philosophy of Education (seniors only) Classical and mordern philosophies of education.  Text interpretation, anlysis of ideas, argument construction; relationship of philosophy to educational issues.  Students develop their own philosophy of education.
Teach Ed 324		Foundations of Reading/Language Cognitive foundations of reading comprehension processes and their influences on methods of instruction and assessment.  Interrelationships among reading processes and language learning and their implications for instruction and assessment.
Teach Ed 325		Foundations of Writing Cognitive and sociocultural foundations of writing processes and their implications for instruction and assessment.  Includes supervised field experience.
Teach Ed 327		Educating Exceptional Children Students with disablilities, including learning disabilities resulting from human development and/or accidents; understanding and application of approved emergency, educational, and rehabilitative activities; interrelationships with medical, health, and educational personnel.
Teach Ed 328		Dynamics of Middle School Identifying and understanding the effects of middle school dynamics (such as principles, structures, and practices) on classroom learning and instruction.  This course is required for middle school endorsement and enrollment in type-10 programs.
Teach Ed 329		Health & Physical Development Interaction and interdependence of physical well-being, mental and emotional health, and the surrounding social environment.  Topical areas covered for secondary education studetns completing state certification requirements.
Teach Ed 351		Topics: Human Biology
TEACH ED 351		Race and Education This course will examine the conceptual underpinnings of the construct of race and how conceptions of race have influenced the course of education within the United States. The course will examine the education of racialized groups historically in the U.S., including more contemporary studies of how racialization plays out in opportunities to learn. The course will examine contemporary issues through the lens of theories of learning and human development as well as analyses of organizational structure and public policy.
Teach Ed 355		Methods: Language These methods courses analyze the literature and research related to the subject area and teaching methodology.  In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels.  Concurrent registration in 341 and 378 or 379 required.
Teach Ed 356		Methods: English These methods courses analyze the literature and research related to the subject area and teaching methodology.  In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels.  Concurrent registration in 341 and 378 or 379 required.
Teach Ed 357		Methods: Secondary Math These methods courses analyze the literature and research related to the subject area and teaching methodology.  In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels.  Concurrent registration in 341 and 378 or 379 required.
Teach Ed 358		Methods: Science These methods courses analyze the literature and research related to the subject area and teaching methodology.  In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels.  Concurrent registration in 341 and 378 or 379 required.
Teach Ed 359		Methods: Social Science These methods courses analyze the literature and research related to the subject area and teaching methodology.  In addition, they examine the development of learning experiences, methods, and educational techniques appropriate to the middle and high school levels.  Concurrent registration in 341 and 378 or 379 required.
Teach Ed 378		Practicum: Humanities Students complete a practicum that required a minimum of 10 hours per week for the whole quarter observing and assisting in a school approved by the director of undergraduate teacher education.  Concurrent registration in 341 and the applicable methods and teachniques course (354-59) required.  Prerequisites: 304 and passing score on the Illinois Basic Skills Test.
Teach Ed 379		Practicum: Math & Science Students complete a practicum that required a minimum of 10 hours per week for the whole quarter observing and assisting in a school approved by the director of undergraduate teacher education.  Concurrent registration in 341 and the applicable methods and teachniques course (354-59) required.  Prerequisites: 304 and passing score on the Illinois Basic Skills Test.
Teach Ed 388		Student Teaching: Humanities (4 units) This seminar and accompanying intership, which lasts the entire quarter, helps develop teaching methodologies through an intensive clinical experience and teaching under the supervision of master teachers in the teacher-training schools.  Increasingly sophisticated teaching responsibilities and, finally, primary responsiblity for teaching a group of a class.  Prerequistites: 341; 378 or 379; the applicable methods and techniques course (354-59); successful completion of the practium experience; and approved contract for the intership experience; consent of the director of undergraduate teacher education; and passing score on the Illinois subject-area test.
Teach Ed 389		Student Teaching: Math & Science (4 units) This seminar and accompanying intership, which lasts the entire quarter, helps develop teaching methodologies through an intensive clinical experience and teaching under the supervision of master teachers in the teacher-training schools.  Increasingly sophisticated teaching responsibilities and, finally, primary responsiblity for teaching a group of a class.  Prerequistites: 341; 378 or 379; the applicable methods and techniques course (354-59); successful completion of the practium experience; and approved contract for the intership experience; consent of the director of undergraduate teacher education; and passing score on the Illinois subject-area test.