2010-2011 Schedule

Meets with MS_ED 455.

Meets w/ MS_ED 459.

This course will explore the impact groups and organizations have on individuals and how those individuals relate to the various groups of which they are members. Specifically, this course will focus on the study of small groups and social systems, with an emphasis on leadership and authority, member roles, small group dynamics, and development, diversity, and inter-group relations. Experiential and intellectual learning will be integrated through the use of discussion groups and assignments designed to facilitate application of theory and research. Applications will be made to small decision-making groups, the college classroom, larger social and political systems, group therapy, and leadership and diversity in group and organizational life. In addition, participation in Tavistock Small Study Group Experiential Sessions will facilitate a deeper understanding of group dynamics, development and member roles in groups. Participation in the Tavistock experience is expected unless waived by the instructor.

Seniors only
Social psychology of groups and social systems focusing on group dynamics and intergroup relations. Application to decision-making groups, educational groups, and human-service delivery groups and systems. Participation in a weekend group relations conference.

Introduction to Organization Theory and Practice is an introductory course
taught within the context of the School of Education and Social Policy as
part of its Learning and Organizational Change (LOC) concentration. A basic
premise of the course is that a fundamental process for improving people's
lives and the institutions in which they live and work is the creation and
sharing of knowledge. Learning is mediated by the context in which it
occurs. This course pays special attention to organizations as a context
and analyzes this context through different lenses of organizational theory.
Throughout the course students will learn multiple frameworks for observing
and analyzing organizations. Using these frameworks, the course will
provide students with social science tools needed to analyze organizational
problems and influence the actions of individuals, groups and organizations.
Students will begin to understand how to best organize and motivate the
human capital of the firm, manage social networks and alliances, and execute
strategic change. This will be accomplished through knowledge of
competitive decision-making, reward system design, team building, strategic
negotiation, political dynamics and corporate culture.

Cognition and Learning.

Theories and methods of organizational changes are examined through analysis of organizational adaptations using theories from learning sciences and organizational behavior.

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.

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.

Personal, social, and cognitive development, birth through adolescence. Interplay of biological and experiential factors on linguistic and conceptual development, ego, and personality.

Historical and contemporary community building efforts, focusing on Chicago's neighborhoods. Community development strategies: the settlement house, community organizing, and community economic development.

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.

Participants will be introduced to childhood poverty in both international and domestic settings. We will also look at the affect that poverty can have on youth education and development. At the end of the class, participants should have a better understanding of why childhood poverty exists, what can be done to combat it, and what is currently being done to alleviate children from poverty. The course culminates in a week-long trip to Quito, Ecuador, where students will have an opportunity to work directly with children affected by poverty. The trip will also give participants insight into poverty-combating approaches being utilized by an organization in Quito.

Participants will gain a greater understanding of childhood poverty. This course explores community assets and development. Course aims to prepare participants for a one week trip to Belize with the organization A Broader View with the hope of making the trip a more meaningful experience.

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.

Methods of Observing Human Behavior
This qualitative methods course is designed to develop the skills the School of Education and Social Policy students will need: 1) to identify topics suited to qualitative investigation; 2) to formulate qualitative research questions; 3) to acquire skills in the method(s) of investigation (field observation and interview data) to obtain meaningful findings; 4) to gather, organize, and evaluate qualitative data including the writing and analysis of field notes and interview transcripts; and 5) to organize, synthesize, and clearly present the findings of their research. Learning these skills prepares students to write a final paper on their practicum experience based on data collected from field observations, interviews and other materials. Completion of this course with a grade of C- or better is required for SESP majors before they may begin their practicum.

Course Description: This course will introduce students to social policy through a general analysis of some of the major social welfare programs in the U.S. and an assessment of the underlying values that contribute to the evolution of these programs. In addition, we will examine the processes by which social policies are developed, debated, adopted, administered and refined. A substantial portion of the course will be devoted to social welfare policies designed to improve the lives of low income Americans, including Social Security, welfare, education and healthcare programs. Students will explore the interaction of various policies and programs including housing assistance, the Earned Income Tax Credit, Food Stamps, child care subsidies, child support, public education and Medicare and Medicaid. The course will include a broad overview of social policy issues that will likely continue to be the focus of national debate during the next decade and beyond. Each student will be given the opportunity to explore the complexities of a specific policy and develop skills to analyze, assess and offer recommendations for policy development and improvement.

This course is designed to introduce students to the central issues in social policy as it relates to human services. The goal is to give students an understanding of what human services are and how the issues and policies that shaped them have evolved in America.

Use and influence of the legal system in and on social institutions and policy.

Through exploration of current K-12 education policy issues, students gain an understanding of the major debates arising in education and build a skill set that enables them to be critical consumers of policy. Specific topics vary by year.

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.

Reforming State Government

This seminar for juniors and seniors will examine major policy,
program and budget challenges currently facing state governments. The
course will examine both the substance of contemporary social policies
as well as the state level processes by which they are developed,
debated, adopted, implemented and refined. Students will review the
healthcare, education, social services and criminal justice polices
that dominate the energies and budgets of state governments and
consider the influence and impact of a variety of federal, state and
local decisions. Each student will have the opportunity to create an
in-depth analysis of the complexities of a specific policy and develop
recommendations for reform and improvement.

The course examines how social contexts as well as how families, schools and the workplace shape individuals; how individuals' intellectual and interpersonal capacities, preferences, and goals are shaped by their social contexts. The course also examines the societal structures that organize, supply, and channel individual learning experiences.

Course Overview
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. An action research perspective will be utilized and students will prepare a group and individual action research reports. The course is consistent with the Illinois Professional Teaching Standards and Northwestern's Conceptual Framework.

Course Description
The objective of this course is for students to understand and explore the dynamic environment of middle schools and young adolescents, and to consider the impact of middle school principles, structures and practices on classroom learning and instruction. Students will examine the unique characteristics of middle school learning and the educational needs of young adolescent learners, and they will compare and contrast a variety of middle school models, including policy statements, visions and reform proposals. Students will share and consider their personal experiences, and those of the entire class, as they investigate the many and varied issues that impact any middle school and its community.

Course Description
The objective of this course is for students to understand and explore the dynamic environment of middle schools and young adolescents, and to consider the impact of middle school principles, structures and practices on classroom learning and instruction. Students will examine the unique characteristics of middle school learning and the educational needs of young adolescent learners, and they will compare and contrast a variety of middle school models, including policy statements, visions and reform proposals. Students will share and consider their personal experiences, and those of the entire class, as they investigate the many and varied issues that impact any middle school and its community.

Student teaching helps teacher candidates develop skills essential for successful professional educators, including the use of theoretical knowledge to inform professional practice and the cultivation of questions rooted in practice to illuminate the meaning of theory.</p>The seminar portion of the course is designed to enrich the student teaching experience for secondary math and science candidates through whole class and small group discussions. Readings, assignments and guest speakers will enrich the course and provide participants with opportunities for reflection, sharing, and problem solving of issues encountered in the classroom.</p>The purposes of the seminar include coordination of activities relating to the teaching internship/student teaching experience, assistance to students to enrich the experience as much as possible, introduction and/or emphasis of topics pertinent to the success of the experience, facilitation of the development of the student teacher to become a professional teacher as evidenced by competence levels at meeting the standards, and answers to questions, possible solutions to dilemmas, and support to students throughout the quarter.

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.

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.

Overview of counseling theories, techiniques, client systems, and service settings.

Will need 9 breakout rooms

Open to frosh, sophomores, juniors and seniors.

Breakouts assigned on Tuesdays: 101, G28, G08, G14, G22, G27, G01, G02. On Thursdays the TA sessions take place in 317.

Days TBA

Days TBA

Days TBA

Would like Kresge,
Student Specific Permission

Days TBA

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Topic: San Francisco

Topic: Chicago Social Policy

Topic: Washington, DC

Topic: San Francisco

Topic: Chicago

Topic: Washington DC