Courses

Click on the name of a course from the list below to view its description.

Core Courses

Additional Electives

Winter Study Courses

Core Courses

Psychology 272: Psychology of Education

This course introduces students to a broad range of theories and research on education. What models of teaching work best, and for what purposes? How do we measure the success of various education practices? What is the best way to describe the psychology processes by which children gain information and expertise? What accounts for individual differences in learning, and how do teachers (and schools) address these individual needs? How do social and economic factors shape teaching practices and the educational experiences of individual students? The course will draw from a wide range of literature (research, theory, and first hand accounts) to consider key questions in the psychology of education. Upon completion of the course, students should be familiar with central issues in pre-college education and know how educational research and the practice of teaching affect one another.

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Psychology 336: Adolescence

Why do we define adolescence as a distinct stage of development? What are its perils and accomplishments? What internal and external forces make adolescence such a volatile and formative stage of life? The course considers a range of empirical and theoretical material, as well as fiction and film, in order to identify and understand the behavior and experience of adolescents. Topics include: identity, sexuality, romantic love, intellectual growth, family relationships, psychological problems, education, and variation between cultures.

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Psychology 372: Advanced Seminar in Teaching and Learning

This advanced seminar will give students an opportunity to connect theory to practice. Each student will have a teaching placement in a local school, and participate in both peer and individual supervision. In addition, we will read a range of texts that examine different approaches to teaching, as well as theory and research on the process of education. What is the best way to teach? How do various theories of children and pedagogy translate into everyday practices with students? Students will be encouraged to reflect and modify their own teaching practices as a result of what we read as well as their supervision. Questions we will discuss include: What is the relationship between educational goals and curriculum development? What is the relation between substance (knowledge, skills, content) and the interpersonal dynamic inherent in a classroom setting? How do we assess teaching practices, and the students’ learning? What does it take to be an educated person?

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Additional Electives

Latino Studies 332: Latinos and Education—The Politics of Schooling, Language, and Latino Studies (Same as American Studies 332) (W)

Schools have often become the focal point for debates over the relationship between cultural identity, intellectual abilities, and the production of knowledge. What should be taught, who should be taught, and how they should be taught frame the politics of schooling. Language has often taken center stage in these debates. This course examines the effects of educational policies and practices on the development of Latina/o students and communities. We will also consider how these students and communities have resourcefully carved out spaces and made demands to meet their educational needs. Topics include school desegregation, bilingual education, student walk-outs and sit-ins, as well as the origins and advancement of Chicano Studies, Puerto Rican Studies, and more recently Latino Studies programs on college campuses. Through a series of three essays, students will critically engage the major themes of the course as they also engage each other in the form of peer-reviews and other in-class writing workshops. Format: discussion. Evaluation will be based on class participation, class presentations, and three essays (8-10 pages each). No prerequisites. Enrollment limit: 19 (expected: 12). Preference given to Latina/o Studies concentrators. Not offered 2007-2008.

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Mathematics 180: The Art of Mathematical Thinking—An Introduction to the Beauty and Power of Mathematical Ideas (Q)

What is mathematics? How can it enrich and improve your life? What do mathematicians think about and how do they go about tackling challenging questions? Most people envision mathematicians as people who solve equations or perform arithmetic. In fact, mathematics is an artistic endeavor which requires both imagination and creativity. In this course, we will experience what this is all about by discovering various beautiful branches of mathematics while learning life lessons that will have a positive impact on our lives. There are two meta- goals for this course: (1) a better perspective into mathematics, and (2) sharper analytical reasoning to solve problems (both mathematical and nonmathematical). Format: lecture/discussion. Evaluation will be based primarily on projects, homework assignments, and exams. Prerequisites: Mathematics 100/101/102 (or demonstrated proficiency on a diagnostic test- see Mathematics 100) or permission of instructor. Enrollment limit: 50 (expected: 50). Not open to students who have taken mathematics courses other than Mathematics 100, 101, 102, 103, 170, Statistics 101 without permission of the instructor. Not offered 2007-2008.

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Philosophy 241T: Philosophy of Education—Why Are You Here? (W)

Students compete ferociously for the opportunity to pay large sums of money for the privilege of attending Williams College. The value of the educational experience they receive is usually taken to be self-evident. Less obvious, however, is the nature of education itself. What is education? Which purposes can and should it serve? Is education the sort of thing that can be “received” and, if so, how? These questions about the nature of education are essential to philosophy, and also to the history and future of Williams College. Since the time of Plato and Aristotle philosophers have sought to determine the educational practices most conducive to human wisdom and flourishing. American liberal arts colleges offer a distinctive form of educational experience, and thus a distinctive response to the philosophical challenge to specify the optimal means of human development. In this tutorial students will read and discuss classic texts in the philosophy of education in close conjunction with materials concerning the emergence and present practices of liberal arts colleges in America. Special attention will be paid to Williams College, and students will be encouraged to reflect upon their own educational goals and choices in light of the philosophical works that they read. Format: tutorial. Requirements: each week one tutorial partner will write a 5- to 7-page paper on the assigned reading, which the other partner will critique. The two partners will switch roles in alternate weeks. Prerequisites: Philosophy 101, or Philosophy 102, or permission of the instructor. Enrollment Limit: 10 (expected: 10). Preference will be given to majors or prospective majors in philosophy. Several spaces will be reserved for sophomores. Not offered 2007-2008.

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Economics 357: The Strange Economics of College

This tutorial applies economic theory and econometric techniques in analyzing selected topics relating to the economics of higher education. The intent is not to try to expose you to all aspects of higher education economics. Instead, we will focus on issues of college access and choice, pricing policy, productivity, economic and non-economic educational returns, academic tenure, selective admission, peer effects, and merit aid. Format: tutorial; will meet in groups of 3.

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Economics 359: The Economics of Higher Education

This seminar explores the economics and financing of colleges and universities, with a particular focus on contemporary policy issues. A structured sequence of readings and case studies serve as the backbone of the course. Course materials will apply economic theory to selected policy issues, including tuition and financial aid, the individual and societal returns of higher education, and academic labor markets. The course will also introduce students to the financial structure and management of colleges, including funding sources, budget processes, and policies and issues regarding the finance of higher education.

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EXPR 252: Service, Community, and Self

The purpose of this student-initiated, student-run course is not to evangelize community service as undisputedly good, but to challenge conceptions of “service” and motivations to “serve.” Volunteer experiences integrated with reflection are a vehicle for questioning one’s conception of self and relations to a community. Thus, this course is directed not only to students who want to enter the field of social work, but to anyone who pays taxes, votes, and is a participating member of society. Students integrate active participation in a community social service organization with readings and class discussions. The readings are interdisciplinary, ranging from fiction and autobiographies, to sociological studies and political-economic analyses.

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Mathematics 285: Teaching Mathematics

Under faculty supervision, student-teachers will prepare and conduct scheduled weekly extra sessions for calculus, for smaller, assigned groups of students. For these sessions they will prepare presentations, assign and grade homework, and answer questions on the course material and on the homework. They will be available to their students outside of class, attend and assist at calculus lectures (3 hours a week), and visit and evaluate each other’s sessions. There is a busy weekly meeting, for an hour or two, including organizational matters, deeper study of the calculus, and practical teaching skills. There will be assigned readings, discussion, drills, and weekly homework or papers. The student-teachers will participate in the design and review of exams, weighing the importance and difficulty of questions, and observing the kinds of mistakes the students make.

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Psychology 101: Introduction to Psychology

An introduction to the major subfields of psychology: behavioral neuroscience, cognitive, developmental, social, personality, psychopathology, and health. The course aims to acquaint students with the major methods, theoretical points of view, and findings of each subfield. Important concepts are exemplified by a study of selected topics and issues within each of these areas.

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Psychology 232: Developmental Psychology

An introduction to the study of human growth and development from infancy through adulthood. Topics for discussion include perceptual and motor development, language acquisition, memory and intellectual development, and social and emotional development. These topics form the basis for a discussion of the major theories of human development, including social learning, psychoanalytic and cognitive-developmental models.

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Psychology 242: Social Psychology

A survey of theory and research in social psychology. Topics include the self, social perception, conformity, attitudes and attitude change, prejudice, aggression, altruism, interpersonal attraction, and intergroup conflict. Special attention is given to applications to political campaigning, advertising, law, business, and health.

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Psychology 327: Optimizing Learning and Memory

What strategies and practices make human learning and memory efficient and effective? This course will cover basic research on learning and memory, and there will also be an emphasis on practical aspects of memory, as they relate, for example, to witness testimony, sports, and, particularly, education and self-regulated study. In addition to examining “what works,” there will be a second major topic: What do people think works? Memory is complex and often unintuitive, and we will examine people’s misconceptions with respect to, for example, what, when, and how to study. Consistent with what is known about learning and memory, students will be expected and encouraged to be active participants in, and observers of, their own learning.

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Psychology 341: Stereotypes, Prejudice, and Discrimination

This course will examine social psychological theories and research that are relevant to the understanding of stereotypes, prejudice, and discrimination. We will take a variety of social psychological perspectives, emphasizing sociocultural, cognitive, personality, or motivational explanations. We will examine the impact that stereotypes and prejudice have on people’s perceptions of and behaviors toward particular groups or group members and will explore a variety of factors that tend to exacerbate or weaken this impact. We also will consider some of the sources of stereotypes, prejudice, and discrimination and some of the processes through which they are maintained, strengthened, or revised. In addition, we will examine some of the effects that stereotypes, prejudice, and discrimination can have on members of stereotyped groups, as well as some implications of the social psychological research findings for issues such as education and business and government policies. A major component of this course will be the examination of classic and ongoing empirical research.

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Psychology 351: Peer Relations

An exploration of the important ways peer relationships influence children’s emotional, cognitive, and social development. We consider various aspects of childhood peer rejection, including emergence and maintenance of peer difficulties, short- and long-term consequences, and intervention and prevention programs. A variety of research methodologies and assessment strategies will be considered. All students will design and conduct an empirical research project based on the concepts discussed, to be critiqued throughout the semester.

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Winter Study Courses

ANSO 12: Children and the Courts: Internship in the Crisis in Child Abuse

Williams students interested in social services and working with children can observe the legal procedures relating to the care and protection of children in this Winter Study course. Students will observe courtroom proceedings, have access to Department records for purposes of analysis, and work with social workers to gain a clinical perspective on the cases they observe. The class will also meet to discuss readings and the cases they observe. Students will be expected to keep a journal and to write a 10-page final paper.

Contact: Judith Locke, Associate Justice of the Juvenile Court, Commonwealth of Massachusetts, (413) 458-4833.

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Art History 16: Museums and Culture

In this Winter Study course, students will explore the role of the art museum today in the collection, interpretation and dissemination of culture. The class will meet to discuss readings and exhibits, and will include speakers from the Williams College Museum of Art, Williams College Faculty, and potentially other museums as well. Students will work with the “Labeltalk” program and create their own labels for works of art, as faculty members have done for the series in the past.

Contact: Marion Goethals, Williams College Museum of Art, (413) 597-3220, Marion.M.Goethals@williams.edu.

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Political Science 10: Controversial Issues in Education

This winter study seminar is designed to explore controversies in primary and secondary education in the United States. We will begin by considering the major challenges facing public education, including retaining qualified teachers and administrators, curbing school violence, and addressing inequities in funding. We then will consider the main proposals for and the likely consequences of various proposals of reform. In particular, the course will address debates about “high stake” testing, bilingual education, special and gifted education; charter schools, vouchers, and education-for-profit program; and curriculum theory and the role of character education. While evaluating the sides of each issue, students will consider the philosophy grounding each perspecitive and the political and social effects of the different methods of reform.

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Political Science 19: Service Learning Internships

Students will to work closely with an organization dedicated to improving the quality of life of a community in this Winter Study course. Students set up internships with organizations close to Williamstown or in their home communities, including childcare centers, nursing homes and hospitals, shelters, schools and youth centers, or conservation and environmental advocacy groups. Students will meet several times to discuss short readings and their experiences. A 10-page final paper is expected.

Contact: Cathy Johnson, Department of Political Science at Williams College, (413) 597-2519, Cathy.M.Johnson@williams.edu.

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Psychology 19: Psychology in Action

This course gives students two opportunities do to a full-time placement during winter study either in a hospital, mental health or social service agency, legal firm, industry, consulting, or research setting in which work of a psychological nature is done, or in a classroom at Mt. Greylock Regional High School or at Williamstown Elementary School. For the former, during the fall semester, students are responsible for locating their own potential placements and consulting with the course instructor about the suitability of the placement before the winter study registration period. Students should provide the course instructor with a brief description of the proposed placement, noting its relevance to psychology, and the name of the agency supervisor. Before Thanksgiving break, the student must provide a letter from the agency supervisor which describes the agency, and the student’s role and responsibilities during winter study. For the latter (school placements), those accepted will work under the supervision of a regular member of the teaching staff and submit a report on their work at the end of the Winter Study Period. This project involves a four-week commitment to full-time affiliation with the school.

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SPEC 10: Quest for College: Early Awareness in Berkshire County Schools

This Winter Study course will spend time reading about issues of higher education, and working with middle school students in a classroom to educate them early-on about opportunities and the college process. The class will culminate by planning and running College Day, an event for local students and their parents including campus tours and information sessions. Evaluation will be based on field work, work on College Day, and a 10-page final paper.

Contact: Gina Coleman, Office of Admissions at Williams College, (413) 597-3008, Gina.M.Coleman@williams.edu; and Matthew Swanson, Office of Admissions at Williams College, (413) 597-3096, Matthew.A.Swanson@williams.edu.

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SPEC 11/CHEM 11/ENVI 11: Teaching Science for Kids

Designed for students interested in science and working with kids, this Winter Study course allows students to develop a series of hands-on science workshops for elementary school children and their parents. Working in teams, students spend the first three weeks of Winter Study planning the workshops. On the third weekend, elementary school children and their parents come to Williams to participate in the workshops. A focus is on learning how to plan classroom demonstrations, as well as experiencing what it is like to give a presentation.

Contact: Lawrence Kaplan, Chemistry Department at Williams College, (413) 597-3303, Lawrence.J.Kaplan@williams.edu.

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SPEC 15: Deaf and Proud: An Introduction to Deaf Language and Culture

The aim of this Winter Study course is to introduce students to the language and community/culture of deaf people. Students will read and discuss issues surrounding American Sign Language, the social and economic status of the deaf community, and the social and political constraints imposed upon them. Several native signers will be invited to lecture and discuss these issues with students. Students will be expected to keep a journal, write a 5-page paper, participate in class, and complete a final project.

Contact: Jana Sawicki, Department of Philosophy at Williams College, (413) 597-2305, Jana.L.Sawicki@williams.edu.

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SPEC 27: Teaching and Writing at Roosevelt High School

As a Winter Study course, Williams College students spend the month of January working with English teachers at Roosevelt High School in New York City. Williams students take full responsibility for the AP English class during the month, planning and implementing lessons and working with student papers. They also work with other classes, including a literacy class and a drama class, working with small groups or as individual tutors. Williams students also help students prepare college application essays and work on other writing projects.

Contact: Gail Newman, Professor of German and Russian at Williams College, (413) 597-2378, Gail.M.Newman@williams.edu.

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Teaching Practicum in the Bronx, Manhattan, or Harlem

Sophomores, juniors, and seniors participating in these Winter Study courses will be expected to pursue a full day's program of observing, teaching, tutoring, and mentoring. Students participating in SPEC 028 will teach at Christopher Columbus HS in the Bronx or at A. Philip Randolph HS in Manhattan, while SPEC 036 students will teach at St. Aloysius School in Harlem. SPEC 029 will offer opportunities for students to teach at a Junior High School in the Bronx or Manhattan. Each of the schools will provide a resident supervisor for the Williams teaching interns who will meet regularly to assist with questions and to monitor individual schedules. Criteria for a pass include full-time affiliation with the school for the entire winter study, keeping a daily journal, participating in the weekly after school seminars held for all of the NYC teaching practicums, and submitting a 5- to l0-page report at the end of Winter Study.

Contact: P. Smith, Coordinator of High School/College Partnerships

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Contact Us

Susan Engel
Class of 1959 Director of the Program in Teaching
Read Biography »

Bronfman Science Center
Room 304
Williams College
18 Hoxsey Street
Williamstown, MA 01267

Phone: (413) 597-4522
Fax: (413) 597-2085
E-Mail: Susan.L.Engel@williams.edu