2011-2012 Schedule

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.

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

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.

Permission Required
Instructors Various

Examines the connection between conceptions of the self and goal-oriented motivation, with particular attention to the influence of
social, structural, and cultural forces.

Theory and research in the social psychology of groups and social systems. Small- and
large-group dynamics; intergroup relations. Participation in a group relations conference.

The history, definition, and evolution of the construct of developmental psychopathology (DP). How DP differs from classical child psychopathology and the implications for research, as well as the diagnosis and treatment of children and adults. Study models of risk and resilience, developmental pathways, and the transactional model of development. Using the conceptual framework of DP, examine mental health disorders that develop during childhood and adolescence. Clinical cases and research will be discussed.

Examines major organizational behavior theories and practices through organizational analysis.

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.

Examines how human learning and thinking can facilitate organizational growth and change through methods such as instructional design, modeling, and evaluation of learning outcomes.

Culminating experience involving application of knowledge and skills to analyze real-world problems and solutions in learning and
organizational change.

Critical reflection on community service experiences in relation to broader societal issues. Conceptual frameworks for understanding the meaning and nature of community.

Critical reflection on community service experiences in relation to broader societal issues. Conceptual frameworks for understanding the meaning and nature of community.

Personal, social, and cognitive development from 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 adulthood through old age. Influences of family, school,
and work on the individual.

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.

Participants will gain a greater understanding of immigration reform and the human rights discussion surrounding legal and illegal Mexican and Latin American migrants to the United States. Advisor: Professor Jackie Stevens Student Facilitators: Allie Mayer, Rebecca TeKolste

Courses proposed by students and supervised by faculty sponsors on topics not covered in regular courses. Offered only after course
content and design have been formally approved by
the SESP director of undergraduate education. May
be taken only once per quarter; pass/no credit only. Consultation with the SESP assistant dean for student affairs recommended.

Participants will gain a greater understanding of animal conservation and its relationship with biodiversity. The course will also explore the concepts of endangered species, conservation biology, and economical aspects of animal life. We will also investigate and critically analyze actions that have been taken on the global scale to deter animal extinction. It is important for the members of the class to understand why animal conservation is both relevant and important to human society. While the text “Convervation Biology for All” will be used heavily in class lectures, many supplemental readings will be used in the class as well. The course aims to prepare participants for the one-week trip to South Padre Island, TX with the organization Sea Turtle, Inc. in hopes of making the trip a more meaningful experience.Student Facilitators: Chancelor Cim, Michelle Chabla

Courses proposed by students and supervised by faculty sponsors on topics not covered in regular courses. Offered only after course
content and design have been formally approved by
the SESP director of undergraduate education. May
be taken only once per quarter; pass/no credit only. Consultation with the SESP assistant dean for student affairs recommended.

Independent study courses leading to completion of the capstone project for the Civic Engagement Certificate.

Independent study courses leading to completion of the capstone project for the Civic Engagement Certificate.

Characteristics of successful programs in a variety of areas,including human development, education, social welfare,and health promotion.

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.

This course will explore the relationship between religious faith and service. Religious communities have a long-standing practice of providing for the poor, the hungry, the sick, the homeless, those with disabilities and so on. There are faith-based efforts to build peace, seek social justice, defend human rights and serve the common good. Religious institutions have created and supported hospitals, schools and facilities to care for children and the elderly. Whether undertaken by individuals or groups, all these efforts seem to spring from religious commitments and they endeavor to make a difference in the public sphere. Religion motivates many people to do good, even when doing good requires personal sacrifice.

Guided practice in systematic and participant observation. Observer bias, field notes, unobtrusive measures.

Social Policy Section and HDPS Section

LOC Section

LOC Section

Opportunity to participate in faculty research projects. Pre requisites: consent of the faculty member and the SESP assistant dean for student affairs; submission of completed Request for
Independent Study/Special Courses Form at registration.

Students develop,design, implement, and evaluate a research project under a faculty adviser’s guidance. Prerequisites: senior status; 3.5 cumulative GPA by the end of winter quarter of the junior year; recommendation for the honors program from SESP 391 instructor(s); consent of program director.

Faculty-supervised study of special topics of the student’s own choosing and not covered in regular courses. Prerequisites: consent of the
supervising faculty member(s) and the SESP assistant dean for student affairs; submission of completed Request for Independent Study/Special Courses Form at registration.

Social policy formulation: the substance of major American social policies, the agenda-setting process, and how the political
system shapes social policy in this country.

Development of social policy for human services in the United States. Human service policies for education, mental health, physical health, prisons, income, and aging.

Students learn core economic concepts and empirical tools to analyze the causes and consequences of inequality and
discrimination. Topics include neighborhoods and stratification, housing policy, crime, earnings inequality, and the role of education in creating and reducing disparities. Prerequisites:
ECON 202 and SESP 210 or equivalent.

This class is intended as a safe space in which to interrogate assumptions about culture and cultural membership, about race, ethnicity, class, gender, sexual orientation, and disability as these constructs play out in the arena of education.Readings include first person narratives by educators struggling with these ideas in terms of their practices, social science research on culture and core constructs
in human development, readings in educational policy and educational practice, all exploring what it means to wrestle with cultural variation and the implications of understanding cultural variation in education.

Field notes, interviewing, and artifact
analysis—as means to understanding how schools work and how theory and practice relate. Includes 30 hours of field experience. Note: Students seeking certification must take the ICTS Basic Skills Test before the end of
the quarter of enrollment in 304.

Identifying and understanding the effects of middle school dynamics (such as principles, structures, and practices) on classroom learning and instruction. Focuses on the development
and social problems of children in grades fi ve
through eight. Required for middle school endorsement and enrollment in type-10 programs.

In this class, we will learn about the development, current state, and future of Holocaust education in the 21st Century. We will consider and debate the complexities and challenges of Holocaust pedagogy, including responding to learners’ emotions and misconceptions, as well as consider various ways to frame Holocaust history. We will explore the goals of educating about
the Holocaust, the merits and complexities of addressing all of the Nazis’ target groups, and
Holocaust education’s relationship to genocide education. Final Projects will provide students with the opportunity to choose, compare, and analyze the qualities, problems, and opportunities of two educational artifacts (such as non-fiction, fiction, film, witness testimony, a school curriculum, a museum or online exhibition, a community program, a training resource for educators, and so on).

The purposes of the seminar include coordination of activities relating to student teaching/internship, answers to questions, possible solutions to dilemmas, and support to students throughout the quarter. Additionally, the seminar will strive to enrich the experience of students as much as possible, to introduce or emphasize topics pertinent to successful teaching, and most importantly, facilitate development of professional teachers.

The purposes of the seminar include coordination of activities relating to student teaching/internship, 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 in the development of a professional teacher, 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.

This class will provide students an overview of counseling theories, techniques, client systems, and clinical settings. Students will gain an understanding of the dynamics and complexity associated with counseling diverse populations in various settings. This includes cultivating an appreciation for the roles that diversity and personal values play in the counseling process. This is achieved through the integration of counseling theories, case studies, experiential learning, and class discussion.

The intricacies and problems of close, committed, interpersonal relationships, especially marriage.

Organizations are ubiquitous. For most of us, our initial encounter with the world is in an
organization – a hospital. We spend the bulk of our childhood and adolescence attending another
organization – the school. Most Americans – approximately 90% — will work in an organization
as distinct from being self-employed. Organizations are a fixture in our lives at an early age. The
ubiquity of organizations is such that we often take them for granted, rarely stopping to consider
how they influence our lives. Organizational change has garnered considerable attention from
academics, private consultants and policy-makers. This interest cuts across organizational sectors
— for-profit, non-profit, and government organizations.
This class focuses on organizational change. Studies in Organizational Change is an
advanced course in the Learning & Organizational Change major designed to introduce students
to key constructs and ideas about change in organizations. The class is organized as follows: We
will begin with a discussion of the notion of change in general and organizational change in
particular. We will identify four levels of analysis that scholars who study organizational change
focus on – individual, group, organization, and institution. We will then examine different levers
or resources for organizational change including – routines, human capital, social capital,
technology, culture, identity and organizational environments. We will conclude by considering
LOC 306, Fall 2010 2
how these resources interact with aspects of the organization such as time and developmental
stage. Throughout the class, students will be expected to constantly apply the constructs and
ideas to particular cases of organizational change.

Understanding cause-and-effect relationships pertaining to organizational behavior and performance.

Critical reflection on community service experiences in relation to broader societal issues. Conceptual frameworks for understanding the meaning and nature of community.

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

Psychological, sociological, and biological factors influencing socialization and development from young and middle adulthood through old age. Influences of family, school,
and work on the individual.

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.

Independent study courses leading to completion of the capstone project for the Civic Engagement Certificate.

Characteristics of successful programs in a variety of areas,including human development, education, social welfare,and health promotion.

Variety of socially important topics and debates
regarding African American children’s development,including their physical development and health; general cognitive development and achievement; Ebonics and language issues; and how economic status, media, social-stereotypes, racism, family dynamics, peer groups, African
American cultural norms, and other social actors affect racial identity and social and personality development.

To change organizations and societies, citizens must persuade others to take action, and for Millennials, this means mastering new digital literacies. In this course you will learn how to use interactive media to develop policy messages that educate and persuade. Specifically, you will learn fundamental skills and concepts for: (1) analyzing policy texts, (2) conducting human-centered, iterative design and (3) programming interactive media including flash, html, and if time allows, the social web (such as Facebook and Twitter).

This year, your client will be high school citizen journalists in Chicago's immigrant communities. Your design challenge will be to create interactive digital products that help these journalists increase their audience's understanding of policy issues. Using a policy topic of your choosing (such as money in politics, immigration policy, global warming, etc.) possible projects might include:

1. A compelling and persuasive interactive presentation that provides greater depth on the policy issue (appearing alongside journalists' video profiles)
2. A mobile or social web application (for iphone or facebook) that helps citizen journalists to reach a larger audience or increase interaction with their current audience
3. On-line curriculum for teaching student journalists to report on policy

There are no prerequisites for the course. To tailor this syllabus of this special topics class to students' interests and needs, enrollment will be limited. If you have questions about the course, please email Matt Easterday, easterday@northwestern.edu.

Guided practice in systematic and participant observation. Observer bias, field notes, unobtrusive measures.

Guided practice in systematic and participant observation. Observer bias, field notes, unobtrusive measures.

SOC POL Section

LOC Section

HDPS Section

Soc Pol Section

SOC POL Section

LOC Section

HDPS Section

SOC POL Section

Opportunity to participate in faculty research projects. Pre requisites: consent of the faculty member and the SESP assistant dean for student affairs; submission of completed Request for
Independent Study/Special Courses Form at registration.

Overview of research methods that may be used to design and implement the honors thesis. Prerequisites: 210 and 372 recommended.

(3 units) Students develop,design, implement, and evaluate a research project under
a faculty adviser’s guidance. Prerequisites: senior status;3.5 cumulative GPA by the end of winter quarter of the junior year; recommendation for the honors program from
SESP 391 instructor(s); consent of program director.

Faculty-supervised study of special topics of the student’s own choosing and not covered in regular courses. Pre requisites: consent of the
supervising faculty member(s) and the SESP assistant dean for student affairs; submission of completed Request for Independent Study/Special Courses Form at registration.

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 Credit, Food Stamps, child care subsidies, child support, public education as well as Medicare, Medicaid and the Obama Administration’s health care legislation. 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.

Civil rights law is a broad topic covering many varied unrelated areas of law. It is a
product of American history and must be placed in its historical-political context. Because there
is a limited amount of time in a semester, we can only cover some areas of civil rights law in
class. Emphasis will be placed on the practical issues a civil rights litigator faces in both
prosecuting and defending civil rights lawsuits. The reading list indicates the topics we will
cover.

Examines the health care delivery system in the United States through a review of US health policy issues.

Students learn core economic concepts and empirical tools to analyze the design and effects of education policies. Topics
include school choice, accountability, education finance, class size policy, teacher compensation and retention,higher education policy, returns to education, and the human capital model. Prerequisites: ECON 202 and SESP 210 or equivalent.

Classical and modern philosophies of education. Text interpretation, analysis of ideas, argument construction; relationship of philosophy to educational issues. Students develop their own philosophy of education.

(Secondary) Cognitive and sociocultural foundations ofwriting processes and their implications for instruction and assessment.

Students with disabilities, 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.

Identifying and understanding the effects of middle school dynamics (such as principles, structures, and practices) on classroom learning and instruction. Focuses on the development
and social problems of children in grades fi ve
through eight. Required for middle school endorsement and enrollment in type-10 programs.

HDPS/Social Policy

LOC

HDPS/Social Policy

LOC