With: JingJIng Lou (louj@beloit.edu)

An exploration of major theories and significant research on the development and explanation of social and cultural differences and how they affect the lives and education of youth. The course will investigate student diversity, with special attention to race, class, gender, language, and the inclusion of students with special needs in general education. Issues are examined mainly through the lenses of sociology, anthropology, and education and youth policy. Using the theories and methodologies of these disciplines, students will critically examine how and why race, class, language, ability and disability, and gender have influenced education. (3B) Offered each spring and alternate fall semesters.  

With: George Dalbo (dalbogd@beloit.edu)

This course is a theoretical and practical investigation into interdisciplinary approaches to Social Studies instruction, pedagogy, and content standards. Students become civically-engaged educational problem-solvers who critically examine their roles in local, regional, state, national, and global communities and how that applies to social studies instruction in the classroom. Through studying and applying the individual disciplines of social studies (behavioral sciences, economics, geography, history, and political science), students learn how to support and develop lifelong learners as future teachers who can collaborate and thrive in our interdependent world. Students also learn about applying literacy and other related disciplines to social studies instruction. Students learn about how to address individual differences in social studies content development and ways to support a diverse group of learners. Students explore social studies pedagogies through observation and practice-teaching student placements in various classrooms and engage in various Social Studies activities for approximately 15 hours at a local school. Prerequisites: two 100-level Education and Youth Studies courses. Students should take this course and Education and Youth Studies 265 during the same semester. 

 With Amy Van Deuren (vandeurena@beloit.edu)

Students participate in pre-K to high school classrooms as teaching apprentices, in conjunction with an ongoing workshop devoted to learning about planning, instruction, and assessment. One unit requires a minimum of eight hours weekly in a classroom setting—a total of approximately 120 hours—with the goal of high-quality independent teaching, under the supervision of a cooperating teacher and a college supervisor. All practica take place in local schools that feature significant socio-cultural diversity and offer experience working with a wide range of atypical students in mainstream and special settings. Students are placed in classrooms corresponding to eventual teaching interests, leading in most cases to students teaching. Students aspiring to obtain certification should undertake teaching experiences with children/youth at two different levels of schooling, e.g. high school and middle school. The goal of the workshop will be the completion of a short version of the Educational Teacher Performance Assessment (edTPA), the equivalent to a field-based research project, requiring a written report of approximately 25 pages. Students may take this course twice, with different placements. Offered each semester. $15.00 course fee is for running background check to work in the school district Prerequisite: junior status, and Education and Youth Studies 255, 256 and/or 265 and 266.

With:  Ellen Joyce (joycee@beloit.edu)

Topics in History: Beloit and Beyond: Local and Public History (1). Students in this class work with the Archives and Collections of Beloit College and of the Beloit Historical Society to research topics in the history of Beloit College and the City of Beloit. After learning the best practices and skills for working with rare and often fragile items, students research collection items, the people and places associated with them, and how they contribute to our understanding of wider historical themes. Students develop and design projects to showcase their research, whether in the form of exhibits (physical or virtual), lesson plans, or articles written for websites or newsletters. (Also listed as Museum Studies 295.)

With: Chris Wagner & Mary Gaines (wagner@beloit.edu,  gainesmm@beloit.edu)

Introduction to Turtle Tunes Music Outreach Program (.5). This course is a one-time course required prior to teaching music to small groups of third graders at nearby Todd Elementary School. In this introductory course, students work with Turtle Tunes directors for one month prior to teaching at Todd Elementary. Instruments taught include violin, cello, guitar, and percussion (and others depending on availability). Students learn about the philosophy and psychology of teaching, how to co-teach and work within an organization, and develop their own lesson plans and classroom management protocols based on established practices and an understanding of their own personality, strengths and weaknesses. After one month of training, students teach two days a week for an hour after school at Todd Elementary. Scheduling is flexible.

Suzanne Goebel (goebels@beloit.edu)

In this course, students deepen their understanding and role in the community by working with local organizations and businesses that serve the city of Beloit. Students will also learn about different approaches to community development and social change by examining strengths and assets of non-profit, for-profit, government, and grassroots institutions. This is a community-based learning course, integrating fieldwork and reflection. Each student is assigned a placement with a community partner where they are supervised by experienced community leaders and assist in supporting the mission of the institution. Students spend approximately seven hours a week (90 hours a semester) at their placement. Students reflect on their experiences at their site placements and the role of individuals and institutions in communities through supporting readings, materials, and activities used during weekly class periods. Applications can be found at https://forms.gle/gjCWkBvD7ygpUFAaA. Prerequisite: Sophomore standing or above. Students must apply and provide references to be admitted into this course.

With: Suzanne Goebel, Sylvia López, Charles Westerberg; (goebels@beloit.edu, lopezs@beloit.edu, westerbc@beloit.edu)

Impact Beloit Community Fellowship I (1). The Impact Beloit Community Fellowship provides advanced students opportunities to have sustained engagement with a community partner organization, completing project-based work driven by the organization’s needs. Each student spends approximately eight to 10 hours a week working with a community partner, mostly non-profits. In addition, all Fellows attend weekly meetings with their Fellows cohort and/or mentor to set and assess goals, engage in professional development workshops, discuss experiences at their respective sites, and learn about the social impact of civic engagement. Writing assignments, such as written reflections on the work experience, are required. Students must apply, provide references, and be interviewed by an Impact Beloit faculty or staff member. If they pass the screening process, they then interview with the community partners that Impact Beloit instructors identify could be a good match. Preference is given to seniors who have previous community-based experience. Prerequisite: junior or senior standing.

With: Jessica Fox-Wilson (foxjs@beloit.edu)

In the Impact Beloit Concierge Internship Program, students develop and apply professional and transferable skills through project-based internships with employers, most in the Stateline area, preparing them for life after Beloit. Students work at least 10 hours per week in roles such as finance, marketing, communications, event management, sales, and more. Interns engage in meaningful work that has a tangible impact on the organization, the Stateline community, and their own career development. Students also participate in a weekly class that emphasizes reflection, problem-solving, navigating professional settings, and community-based learning through readings, discussions, and written work. Students must apply, provide references, and be interviewed by an Impact Beloit faculty or staff member. If they pass the screening process, they then interview with the organization that Impact Beloit instructors identify as a good match. Preference is given to seniors with prior experience. Prerequisite: junior or senior standing.

With: Suzanne Cox (coxs@beloit.edu)

Life-Span Developmental Psychology (1). This course examines the physical, social, and cognitive changes that occur between conception and older adulthood. A wide range of issues will be addressed, such as the contributions of genetics and the environment, gender differences, family and interpersonal relations, career development, retirement, and death. Includes at least 15 hours of field experience. (3B) Offered each year. Prerequisite: Psychology 100. 

With: Suzanne Cox (coxs@beloit.edu)

Through hands-on engagement and academic reflection, this course provides students with the opportunity to further develop and apply their psychological knowledge in an area of personal and community interest. With the help of the instructor and community partners, students will complete a project or internship involving approximately six hours a week (approximately 70 hours over the course of the semester) working with and/or at an assigned field site in the local community. In addition, class meetings will focus on the development of professional skills and career planning, as well as discussion of the opportunities and challenges of putting psychology into practice. (CP) Offered most years. Prerequisite: Psychology 162 and senior standing; approval of department.

With: Kate Linenberg, (linnenbe@beloit.edu)

This course focuses on the application of sociological theories, paradigms, and methods in examining social processes. Students focus on particular institutions to examine some aspect of institutional structure, culture, or interactions. The goal is to identify patterns in social processes within institutions and to utilize sociological theories, paradigms, and methods to make sense of these patterns. The course also focuses on the structure of the sociology major, a liberal arts education, and post-college pathways. May be repeated for credit if topic is different. (CP) Offered each year. Prerequisite: Sociology 100 or 150, 200, 205, and 211.

With: Sylvia López (lopezs@beloit.edu)

Students study advanced grammatical structures and vocabulary to expand and strengthen their lexical and grammatical understanding of the language while completing writing assignments that explore health topics in the Spanish-speaking world and how culture impacts health. While engaging with the writing process, students also have the opportunity to build their confidence in listening, reading, speaking, and conducting research. Participation in Spanish-language activities outside the classroom and/or in the local Latino community is expected. (1S) (Also listed as Health and Society 218.) Offered each semester. Prerequisite: Spanish 210, 214, or equivalent.