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EDUC 98: Service Learning Practicum

For Alternative Spring Break program leaders. The skills and philosophical framework to develop and lead an ASB experience. May be repeat for credit
Terms: Aut, Win | Units: 1 | Repeatable 4 times (up to 4 units total)
Instructors: ; Cerneka, P. (PI)

EDUC 103B: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 337)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Win | Units: 4 | UG Reqs: WAY-EDP

EDUC 118S: Designing Your Stanford (ENGR 104S)

DYS uses a Design Thinking approach to help Freshmen and Sophomores learn practical tools and ideas to make the most of their Stanford experience. Topics include the purpose of college, major selection, educational and vocational wayfinding, and innovating college outcomes, explored through the design thinking process. This seminar class incorporates small group discussion, in-class activities, field exercises, personal reflection, and individual coaching. Expect ideation tools, storytelling practices, prototyping to discover more about yourself and possible paths forward. The course concludes with creation of multiple versions of what college might look like and how to make those ideas reality. All enrolled and waitlisted students should attend class on day 1 for admission. Additional course information at http://lifedesignlab.stanford.edu/dys.
Terms: Win, Spr | Units: 2

EDUC 120C: Education and Society (EDUC 220C, SOC 130, SOC 230)

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Win | Units: 4-5 | UG Reqs: GER:DB-SocSci, WAY-SI

EDUC 129: Boost Youth College Readiness through Effective Mathematics Tutoring

Students will participate in one-on-one tutoring in mathematics with an elementary or middle school student who is enrolled in the East Palo Alto Tennis and Tutoring program (EPATT). They will attend class one evening a week, during which they will learn about the teaching of mathematics and effective tutoring strategies. They will also engage in ongoing reflection about the effectiveness of their tutoring and its impact on their tutee's college and career readiness. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 2 | Repeatable 3 times (up to 6 units total)
Instructors: ; Borko, H. (PI)

EDUC 135: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 335, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EDUC 144B: Biosocial-Biocultural Perspectives on Disability in Education (EDUC 474B, PEDS 144)

Disability is a complex phenomenon contested along biopolitical and sociopolitical vectors in the field of education and other attendant fields such as humanities, history, and biosciences. These contestations influence the ways in which disabled lives are supported and understood in schools and other public institutions. Students will be able to critically evaluate the biosocial, biopolitical, and sociopolitical nature of disability and attend to intersectionality in relation to education systems, as well as build strong repertoires of transdisciplinary knowledge that can be applied in their fields of interest.
Terms: Win | Units: 1-3 | UG Reqs: WAY-EDP
Instructors: ; Bunderson, M. (PI)

EDUC 165: History of Higher Education in the U.S. (AMSTUD 165, EDUC 265, HISTORY 158C)

Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win | Units: 3-5

EDUC 166C: Introduction to Comparative Studies in Race and Ethnicity (CSRE 100, ENGLISH 172D, PSYCH 155, SOC 146, TAPS 165)

Race and ethnicity are often taken for granted as naturally occurring, self-evident phenomena that must be navigated or overcome to understand and eradicate the (re)production of societal hierarchies across historical, geopolitical, and institutional contexts. In contrast, this transdisciplinary course seeks to track and trouble the historical and contemporary creation, dissolution, experiences, and stakes of various ethnoracial borders. Key topics include: empire, colonialism, capital/ism, im/migration, diaspora, ideology, identity, subjectivity, scientism, intersectionality, solidarity, resistance, reproduction, and transformation. Cardinal Course certified by the Haas Center for Public Service . (Formerly CSRE 196C)
Terms: Win | Units: 5 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI | Repeatable 2 times (up to 10 units total)
Instructors: ; Rosa, J. (PI)

EDUC 171: Preschool Counts: Engaging Young Children in Math

This course focuses on concepts and theories of mathematics teaching and learning in Early Childhood Education. Class requirements include practical experience teaching aged 4-5 years in a local school. Topics include teaching of math to young children; young children's cognitive, language, and social development; classroom management; cultural diversity; and early childhood education policy. Attendance is expected for tutoring two times per week in addition to the weekly class meeting. The course may be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Win, Spr | Units: 1-3 | Repeatable for credit

EDUC 180: Directed Reading in Education

For undergraduates and master's degree students. (All Areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Adams, C. (PI); Alim, H. (PI); Alvarado, A. (PI); Amaral Carnauba, F. (PI); Annamma, S. (PI); Antonio, A. (PI); Ardoin, N. (PI); Artiles, A. (PI); Aukerman, M. (PI); Ball, A. (PI); Banks, A. (PI); Barron, B. (PI); Bayati, M. (PI); Bettinger, E. (PI); Blikstein, P. (PI); Boaler, J. (PI); Bonnet, G. (PI); Booker, A. (PI); Borko, H. (PI); Brazer, S. (PI); Brest, P. (PI); Bromley, P. (PI); Brown, B. (PI); Bryk, T. (PI); Callan, E. (PI); Camarillo, J. (PI); Carlson, J. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cohen, G. (PI); Cotterman, K. (PI); Cox, G. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Demszky, D. (PI); Domingue, B. (PI); Ehrlich, T. (PI); Ellch, L. (PI); Fisher, P. (PI); Fogg, B. (PI); Fong, B. (PI); Forssell, K. (PI); Garcia, A. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haber, N. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hines, M. (PI); Hoagland, G. (PI); Imbens, G. (PI); Jaquith, A. (PI); Juel, C. (PI); Kamil, M. (PI); Kelman, A. (PI); Kijima, R. (PI); Kim, P. (PI); Kirst, M. (PI); Koski, W. (PI); Kozleski, E. (PI); Krokoszynski, T. (PI); Kuboyama, E. (PI); Kushner, M. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Langer-Osuna, J. (PI); Lee, G. (PI); Lee, V. (PI); Lemons, C. (PI); Leslie, M. (PI); Levine, E. (PI); Levine, S. (PI); Lichand, G. (PI); Lit, I. (PI); Loeb, S. (PI); Lotan, R. (PI); Loyalka, P. (PI); Martinez, A. (PI); Martinez, R. (PI); McCandliss, B. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Mendoza-Newman, M. (PI); Meyerson, D. (PI); Murata, A. (PI); Nandagopal, K. (PI); Nasir, N. (PI); O'Hara, S. (PI); Obradovic, J. (PI); Osborne, J. (PI); Padilla, A. (PI); Park, E. (PI); Pea, R. (PI); Perez-Granados, D. (PI); Peterson, M. (PI); Phillips, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Reich, R. (PI); Rogosa, D. (PI); Rosa, J. (PI); Roth, B. (PI); Ruiz-Primo, M. (PI); Saleem, F. (PI); Salehi, S. (PI); Schwartz, D. (PI); Scott, R. (PI); Shavelson, R. (PI); Silverman, R. (PI); Singleton, K. (PI); Smith, S. (PI); Solano-Flores, G. (PI); Sorcar, P. (PI); Staklis, S. (PI); Stevens, M. (PI); Stipek, D. (PI); Strober, M. (PI); Suarez, D. (PI); Subramonyam, H. (PI); Tarlau, R. (PI); Thille, C. (PI); Valdes, G. (PI); Vega, R. (PI); Walker, D. (PI); Wieman, C. (PI); Williamson, P. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wise, S. (PI); Wolf, J. (PI); Wotipka, C. (PI); Yeatman, J. (PI); Yisrael, D. (PI); pearman, f. (PI); reardon, s. (PI)

EDUC 190: Directed Research in Education

For undergraduates and master's students. May be repeated for credit. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Alim, H. (PI); Alvarado, A. (PI); Amaral Carnauba, F. (PI); Annamma, S. (PI); Antonio, A. (PI); Ardoin, N. (PI); Artiles, A. (PI); Aukerman, M. (PI); Ball, A. (PI); Banks, A. (PI); Barron, B. (PI); Bettinger, E. (PI); Blikstein, P. (PI); Boaler, J. (PI); Booker, A. (PI); Borko, H. (PI); Brazer, S. (PI); Brest, P. (PI); Bromley, P. (PI); Brown, B. (PI); Bryk, T. (PI); Callan, E. (PI); Carlson, J. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cohen, G. (PI); Cox, G. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Demszky, D. (PI); Domingue, B. (PI); Ehrlich, T. (PI); Fisher, P. (PI); Fong, B. (PI); Forssell, K. (PI); Garcia, A. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haber, N. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hines, M. (PI); Hoagland, G. (PI); Jaquith, A. (PI); Juel, C. (PI); Kamil, M. (PI); Kelman, A. (PI); Kijima, R. (PI); Kirst, M. (PI); Kozleski, E. (PI); Kuboyama, E. (PI); Kushner, M. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Langer-Osuna, J. (PI); Lee, V. (PI); Lemons, C. (PI); Levine, E. (PI); Levine, S. (PI); Lichand, G. (PI); Lit, I. (PI); Loeb, S. (PI); Lotan, R. (PI); Loyalka, P. (PI); Martinez, R. (PI); McCandliss, B. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Meyerson, D. (PI); Murata, A. (PI); Nasir, N. (PI); O'Hara, S. (PI); Obradovic, J. (PI); Padilla, A. (PI); Park, E. (PI); Pea, R. (PI); Phillips, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Rogosa, D. (PI); Rosa, J. (PI); Ruiz-Primo, M. (PI); Saleem, F. (PI); Salehi, S. (PI); Schwartz, D. (PI); Scott, R. (PI); Shavelson, R. (PI); Silverman, R. (PI); Smith, S. (PI); Solano-Flores, G. (PI); Sorcar, P. (PI); Staklis, S. (PI); Stevens, M. (PI); Stipek, D. (PI); Strober, M. (PI); Suarez, D. (PI); Subramonyam, H. (PI); Tarlau, R. (PI); Thille, C. (PI); Valdes, G. (PI); Walker, D. (PI); Wieman, C. (PI); Williamson, P. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wolf, J. (PI); Wotipka, C. (PI); Yeatman, J. (PI); pearman, f. (PI); reardon, s. (PI)

EDUC 193A: Listen Up! Core Peer Counseling Skills

Listen Up! Introduces several skills intended to promote the development of active listening skills central to connecting and engaging with others more intentionally. The first four weeks of the course walk through a general framework for offering support in a peer helping role while also introducing a wide range of skills and techniques designed to assist with gathering information, identifying and processing emotional experiences, and facilitating problem solving. In addition to these skills being central to the Bridge counsel and assisting people in distress, they are easily applied to interactions of all varieties. We encourage anyone who aspires to be more effective and intentional communicating with others to take this course. The second half of the course shifts to offering additional information and skills relevant to peer counseling and other helping roles, both personal and professional. Students will be QPR-certified, learn about interpersonal conflict, and begin to consider self-care as a helper. At the end of this course we hope you are equip with skills to approach your personal and professional relationships with more awareness, intention, and empathy.
Terms: Aut, Win, Spr | Units: 2 | Repeatable for credit

EDUC 193F: Psychological Well-Being on Campus: Asian American Perspectives (ASNAMST 193F)

Topics: the Asian family structure, and concepts of identity, ethnicity, culture, and racism in terms of their impact on individual development and the counseling process. Emphasis is on empathic understanding of Asians in America. Group exercises.
Terms: Win | Units: 1
Instructors: ; Hsu, H. (PI); Lin, O. (PI)

EDUC 193P: Peer Counseling at the Bridge

Peer Counseling at the Bridge serves as the second part of the required training to staff at the Bridge. Guest speakers present on mental health themes salient to working as a peer counselor at the Bridge. Topics covered include relationships, sexual assault, depression, eating disorders, gender & sexuality, diversity, anxiety, & grief. Although this course is designed for Bridge counselors, anyone interested in an overview of themes and topics related college student mental health would benefit from the information provided in this course.
Terms: Aut, Win, Spr | Units: 1 | Repeatable for credit

EDUC 199B: Undergraduate Honors Seminar

Required of juniors and seniors in the honors program in the School of Education. Student involvement and apprenticeships in educational research. Participants share ongoing work on their honors thesis. Prerequisite: consent of instructor. May be repeated for credit once.
Terms: Win | Units: 1 | Repeatable 2 times (up to 3 units total)

EDUC 200B: Introduction to Qualitative Research Methods

(Formerly EDUC 151.) Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. This is a graduate level course. No undergraduates may enroll. Priority will be given to GSE students, and final enrollment depends on instructor approval after the first day of class.
Terms: Aut, Win | Units: 4

EDUC 203: Using International Test Results in Educational Research

The course will analyze the origin and rationales given for various international tests, including FIMS, SIMS, TIMSS, PISA, the UNESO tests in Latin America and Africa, and how they have been used in research and educational policy. The readings will cover the critiques leveled at such tests, the pros and cons about each type of test, the advantages and limitations of using international test data for policy research. The class will probably also do group projects utilizing data from the tests so students can familiarize themselves directly with the data.
Terms: Win | Units: 4
Instructors: ; Solano-Flores, G. (PI)

EDUC 206B: Applied Research Methods in International and Comparative Education II: Master's Paper Proposal

Required for, and limited to, master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Development of research skills through theoretical and methodological issues in comparative and international education. Completion of a pilot study and preparation of a research proposal for the master's paper.
Terms: Win | Units: 1-3

EDUC 208B: Curriculum Construction

The theories and methods of curriculum development and improvement. Topics: curriculum ideologies, perspectives on design, strategies for diverse learners, and the politics of curriculum construction and implementation. Students develop curriculum plans for use in real settings. Service Learning Course (certified by Haas Center).
Terms: Win | Units: 3-4

EDUC 209B: Policy, Organization, and Leadership Studies Seminar

This course is required for, and limited to, POLS students. The purpose of POLS seminar is: (1) To learn about and study the interrelationships among policy, organizations, and leadership in the educational sector; (2) To design and carry out a meaningful POLS field project where you are able to apply coursework knowledge and develop your understanding of how policy, organization, and leadership intersect; and (3) To provide an environment where you develop relationships with one another that deepen and broaden your learning experiences. Cardinal Course designated by the Haas Center for Public Service.
Terms: Win | Units: 3-5

EDUC 215: Education Internship Workshop

This course will provide students an opportunity to link their academic learning to real world experience through reflective activities and conversations. An internship agreement will be required at the beginning of the course. Students will take the course for 1 unit, unless they request additional units for unpaid internship hours. Open to all Graduate School of Education graduate students.
Terms: Aut, Win, Spr, Sum | Units: 1-3 | Repeatable 5 times (up to 15 units total)
Instructors: ; Kuboyama, E. (PI)

EDUC 220C: Education and Society (EDUC 120C, SOC 130, SOC 230)

The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
Terms: Win | Units: 4-5

EDUC 228G: Becoming Literate in School III

Third in a three-course required sequence of reading and language arts theory and methodology for candidates in STEP Elementary Teacher program. Theories for guiding instruction and curricular choices.
Terms: Win | Units: 1

EDUC 229B: Learning Design and Technology Seminar

Four-quarter required seminar for the LDT master's program. Discussions and activities related to designing for learning with technology. Support for master's project. Theoretical and practical perspectives, hands-on development, and collaborative efforts. (LDT)
Terms: Win | Units: 1-3

EDUC 234A: Interactive and Embodied Learning (CS 422)

Most successful machine learning algorithms of today use either carefully curated, human-labeled datasets, or large amounts of experience aimed at achieving well-defined goals within specific environments. In contrast, people learn through their agency: they interact with their environments, exploring and building complex mental models of their world so as to be able to flexibly adapt to a wide variety of tasks. One crucial next direction in artificial intelligence is to create artificial agents that learn in this flexible and robust way. Students will read and take turns presenting current works, and they will produce a proposal of a feasible next research direction. Prerequisites: CS229, CS231N, CS234 (or equivalent).
Terms: Win | Units: 3 | Repeatable 5 times (up to 15 units total)
Instructors: ; Haber, N. (PI)

EDUC 235: Workshop and Reading Group in Higher Education

This is an ongoing workshop and reading group for students and faculty engaged in research in higher education. Topics include but are not limited to postsecondary access; late adolescent and college student development; adult and lifelong learning; teaching and learning in postsecondary settings; leadership and management; federal, state, and institutional policy; student and organizational culture; and finance and economics. The focus of the workshop is to provide a faculty led community of support for students, faculty, and others conducting research on higher education. Accordingly, the schedule of topics each quarter will be determined by participants in the workshop to flexibly focus on current research papers and projects. The workshop will provide a space for participants to present research ideas, workshop conceptual and methodological issues, give and receive feedback on conference paper proposals and drafts, and engage in focused discussion of papers and studies relevant to their work. It is open to master's and doctoral students, and with instructor approval, undergraduates working on theses and senior papers.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 9 times (up to 27 units total)

EDUC 237: Learning, Making, Crafting, & Creating

This is a hands-on course that introduces students to digital fabrication and 'maker' technologies used to develop prototypes of new objects and artifacts for learning. Technologies include 3D printers, electronic textiles, laser cutters, low-threshold programming environments, and micro controllers. Constructionist learning theory and current practices for design are covered. No prior technical or prototyping experience is required.
Terms: Win | Units: 3
Instructors: ; Higgins, H. (PI); Lee, V. (PI)

EDUC 246C: Secondary Teaching Seminar: Assessment for Learning and Equity

Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: instruction, curricular planning, classroom interaction processes, portfolio development, teacher professionalism, patterns of school organization, teaching contexts, and government educational policy. Classroom observation and student teaching with accompanying seminars during each quarter of STEP year. 16 units required for completion of the program. Prerequisite: STEP student. (STEP)
Terms: Win | Units: 5

EDUC 246G: Elementary Teaching Seminar: Assessment for Learning and Equity

Integrating theory and practice in teacher development. Topics include: equity, democracy, and social justice in the context of teaching and learning; teacher reflection, inquiry, and research; parent/teacher relationships; youth development and community engagement; professional growth and development; teacher leadership and school change processes; preparation for the job search, the STEP Elementary Portfolio, and the STEP Elementary Conference. Prerequisite: STEP student.
Terms: Win | Units: 5

EDUC 252: Introduction to Psychometrics

Concepts of reliability and validity; derivation and use of test scales and norms; mathematical models and procedures for test validation, scoring, and interpretation.
Terms: Win | Units: 3
Instructors: ; Domingue, B. (PI); Ma, W. (TA)

EDUC 254: Digital Learning Design Workshop

Digital Learning Design Workshop is a project-based course offered in Fall and Winter Quarters that students can take as part of the Digital Learning Initiative's Student Accelerator. In hands-on workshops, led by prominent academic and industry experts, students will define specific learning problems, recruit teammates, develop an approach to learning and community building using digital technology, create prototypes, test them with target learners, and progressively refine them for potential entry in the Digital Learning Design Challenge.
Terms: Win, Spr | Units: 1-2 | Repeatable 2 times (up to 4 units total)

EDUC 259B: Education Data Science Seminar

This three-quarter seminar is a required course for Education Data Science MS students. Central to the seminar are discussing opportunities and challenges of Education Data Science; developing community among EDS students, faculty, and external EDS innovators; making room for peer learning around students' course work, skills and experiences; and increasing understanding of and preparation for internships, the capstone project and job opportunities. Finally, students will work towards a collective EDS Seminar Paper in order to apply their learning within the seminar and coursework in an education research relevant context.
Terms: Win | Units: 1-3

EDUC 259E: Education Data Science Capstone Projects

This three-quarter seminar is open to and required for second-year Education Data Science MS students. Central to the seminar is discussing work in progress on Capstone Projects. Capstone Projects may require curricular practical training and the course meets the requirements for CPT for students on F-1V visas
Terms: Win | Units: 1-3

EDUC 262C: Curriculum and Instruction in English

Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. (STEP)
Terms: Win | Units: 3
Instructors: ; Mah, C. (PI); Mukumbi, G. (PI)

EDUC 263C: Curriculum and Instruction in Mathematics

The purposes and programs of mathematics in the secondary curriculum; teaching materials, methods. Prerequisite: STEP student or consent of instructor. (STEP) 263A. Sum, 263B. Aut, 263C. Win
Terms: Win | Units: 3

EDUC 263G: Quantitative Reasoning in Mathematics III

Third of a three-course sequence in mathematics for STEP elementary teacher candidates. Content, pedagogy, and context. Mathematics subject matter; the orchestration of teaching and learning of elementary mathematics including curriculum, classroom and lesson design, and cases studies. Sociocultural and linguistic diversity, equity, differentiation of instruction, the impact of state and national standards, and home/community connections.
Terms: Win | Units: 2

EDUC 264C: Curriculum and Instruction in World Languages

Approaches to teaching foreign languages in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. Prerequisite: STEP student. (STEP)
Terms: Win | Units: 3

EDUC 265: History of Higher Education in the U.S. (AMSTUD 165, EDUC 165, HISTORY 158C)

Major periods of evolution, particularly since the mid-19th century. Premise: insights into contemporary higher education can be obtained through its antecedents, particularly regarding issues of governance, mission, access, curriculum, and the changing organization of colleges and universities.
Terms: Win | Units: 3-5

EDUC 266: Educational Neuroscience

An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
Terms: Win | Units: 3 | Repeatable 3 times (up to 9 units total)
Instructors: ; McCandliss, B. (PI)

EDUC 267C: Curriculum and Instruction in Science

Possible objectives of secondary science teaching and related methods: selection and organization of content and instructional materials; lab and demonstration techniques; evaluation, tests; curricular changes; ties with other subject areas. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Win | Units: 3
Instructors: ; Magallanes, J. (PI)

EDUC 268C: Curriculum and Instruction in History and Social Science

The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy; curriculum trends; and opportunities to develop teaching and resource units. Prerequisite: STEP student.
Terms: Win | Units: 3
Instructors: ; Castillon, I. (PI)

EDUC 271: Education Policy in the United States

(Same as GSBGEN 347) The course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling, c) an overview of school governance, d) educational human-resource policy, e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy.
Terms: Win | Units: 3

EDUC 284: Designing Equitable Groupwork

Teaching in academically and linguistically heterogeneous classrooms requires a repertoire of pedagogical strategies. Focus is on how to provide access to intellectually challenging curriculum and equal-status interaction for students in diverse classrooms. Emphasis is on group work and its cognitive, social, and linguistic benefits for students. How to prepare for group work, equalize participation, and design learning tasks that support conceptual understanding, mastery of content and language growth. How to assess group products and individual contributions. (STEP)
Terms: Win | Units: 2

EDUC 285D: Dis/ability and Access in the Elementary Classroom

For STEP elementary teacher candidates. Needs of exceptional learners, identification of learning differences and disabilities, and adaptations in the regular inclusion classroom. Legal requirements of special education, testing procedures, development of individualized education plans, and support systems and services. Students follow a special needs learner to understand diagnosis, student needs, and types of services.
Terms: Win | Units: 2

EDUC 291: Learning Sciences and Technology Design Research Seminar and Colloquium

Students and faculty present and critique new and original research relevant to the Learning Sciences and Technology Design doctoral program. Goal is to develop a community of scholars who become familiar with each other's work. Practice of the arts of presentation and scholarly dialogue while introducing seminal issues and fundamental works in the field.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit

EDUC 306B: Global Education Policy & Organization (PUBLPOL 316)

Education policy, politics, and development. Topics include: politics, interests, institutions, policy, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development.
Terms: Win | Units: 3-5

EDUC 315A: Introduction to CSCL: Computer-Supported Collaborative Learning (CS 498C)

This seminar introduces students to foundational concepts and research on computer-supported collaborative learning (CSCL). It is designed for LSTD doctoral students, LDT masters' students, other GSE graduate students and advanced undergraduates inquiring about theory, research and design of CSCL. CSCL is defined as a triadic structure of collaboration mediated by a computational artefact (participant-artifact-participant). CSCL encompasses two individuals performing a task together in a short time, small or class-sized groups, and students following the same course, digitally interacting.
Terms: Win | Units: 3
Instructors: ; Pea, R. (PI); Pittman, J. (TA)

EDUC 317: Computational Sociology (SOC 317W)

Yearlong workshop where doctoral students are encouraged to collaborate with peers and faculty who share an interest in employing computational techniques in the pursuit of researching social network dynamics, text analysis, histories, and theories of action that help explain social phenomena. Students present their own research and provide helpful feedback on others' work. Presentations may concern dissertation proposals, grants, article submissions, book proposals, datasets, methodologies and other texts. Repeatable for credit.
Terms: Aut, Win, Spr | Units: 1-2 | Repeatable for credit
Instructors: ; McFarland, D. (PI)

EDUC 325B: Proseminar 2

Required of and limited to first-year Education doctoral students. Core questions in education: what is taught, to whom, and why; how do people learn; how do teachers teach and how do they learn to teach; how are schools organized; how are educational systems organized; and what are the roles of education in society?
Terms: Win | Units: 3

EDUC 335: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 135, EPI 235, HUMBIO 26, MED 235)

The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students an immersive educational experience into understanding how to effectively develop, evaluate, and scale social ventures. Students will also get a rare "behind-the-scenes" glimpse at the complex ethical dilemmas social entrepreneurs have tackled to navigate the odds. Partnered with TeachAids, a global award-winning nonprofit (scaled to 82 countries), this course introduces students to the major principles of research-based design and integrates instruction supported by several game-changing social leaders. Open to both undergraduate and graduate students, it culminates in a formal presentation to an interdisciplinary panel of diverse Silicon Valley leaders. (Cardinal Course certified by the Haas Center)
Terms: Win | Units: 3

EDUC 337: Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (AFRICAAM 106, CSRE 103B, EDUC 103B)

Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. Cardinal Course certified by the Haas Center.
Terms: Win | Units: 4

EDUC 339: Advanced Topics in Quantitative Policy Analysis

For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.
Terms: Aut, Win, Spr | Units: 1-2 | Repeatable for credit

EDUC 342: Child Development and New Technologies

Focus is on the experiences computing technologies afford children and how these experiences might influence development. Sociocultural theories of development as a conceptual framework for understanding how computing technologies interact with the social ecology of the child and how children actively use technology to meet their own goals. Emphasis is on influences of interactive technology on cognitive development, identity, and social development equity.
Terms: Win | Units: 3

EDUC 343B: Practicum for fellows in the Stanford Preparing Future Professors Program

Nine weekly one-hour and fifty-minute sessions consisting of discussions of: (1) the previous week's mentoring institutions' shadowing experiences and (2) readings related to session themes.
Terms: Win | Units: 1-2

EDUC 343E: Research, Action, and Impact through Strategic Engagement

This is the core course for the Research, Action, and Impact through Strategic Engagement Doctoral Fellowship Program. Students in this course will learn how to identify and build collaborations with community partners. By the end of the course, students will complete a blueprint for a community engaged project and partnership agreement with an community organization.
Terms: Aut, Win, Spr | Units: 1-3
Instructors: ; Tien, J. (PI)

EDUC 352B: Seminar in Developing Partnership Research

In this seminar, students develop the foundational knowledge and skills for effective partnership research. This seminar introduces students to the skills and knowledge necessary for starting and sustaining partnership research through readings and discussion. In the seminar, students develop a concept for partnership research they want to pursue and receive coaching and guidance on forming and nurturing a partnership research project.
Terms: Win | Units: 1-2
Instructors: ; Gerstein, A. (PI)

EDUC 359C: Science, Engineering and Technology Education Seminar

A weekly seminar for CTE-Science, Engineering, and Technology (SET) Education students to discuss current topics in the field, hear from guest speakers, and explore current graduate student research projects in more depth.
Terms: Aut, Win | Units: 1-3 | Repeatable for credit
Instructors: ; Brown, B. (PI); Lee, V. (PI)

EDUC 361: Workshop: Networks and Organizations (SOC 361W)

For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable for credit
Instructors: ; Powell, W. (PI)

EDUC 365: Social, Emotional, and Personality Development

The story of human development across the lifespan, with an emphasis on how people acquire the capacities for mutually beneficial social relations, positive motivation, and mature self-understanding. Topics include socialization, identity, purpose, moral commitment, anti-social behavior, SEL (social and emotional learning in schools), gender, culture, self-concept, and personality. This course is a DAPS core course open to other doctoral and master's students and to advanced undergraduates with some prior coursework in human development.
Terms: Win | Units: 3
Instructors: ; Damon, W. (PI)

EDUC 370: Parenting and Family Relationships in Childhood

This course will focus on the relevance of parenting and family relationships for children's development. We will examine studies of: (1) how parental and child behaviors contribute to sensitivity, responsiveness, scaffolding, autonomy, and control within the dyad; (2) parents role in socializing children's emotions and their ethnic/racial identity; and (3) parents involvement in early education. We will discuss cultural and economic factors affecting our conceptualization, measurement, and interpretations of parents' behaviors and their interactions with their children.
Terms: Win | Units: 3
Instructors: ; Obradovic, J. (PI)

EDUC 374: Philanthropy and Civil Society (POLISCI 334, SOC 374, SUSTAIN 324)

Cross-listed with Law (LAW 7071), Political Science (POLISCI 334) and Sociology (SOC 374). Associated with the Center for Philanthropy and Civil Society (PACS). Year-long workshop for doctoral students and advanced undergraduates writing senior theses on the nature of civil society or philanthropy. Focus is on pursuit of progressive research and writing contributing to the current scholarly knowledge of the nonprofit sector and philanthropy. Accomplished in a large part through peer review. Readings include recent scholarship in aforementioned fields. May be repeated for credit for a maximum of 3 units.
Terms: Aut, Win, Spr | Units: 1-3 | Repeatable 6 times (up to 18 units total)

EDUC 377F: Disruptions in Education

(Same as GSBGEN 345). This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for investors, entrepreneurs, and the businesses that serve this huge global market, as well as for faculty, students, and higher education administrators. Using a variety of readings and case studies to better understand recent disruptions and the unbundling occurring across the post-secondary landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; the future of the degree and alternatives to the traditional credential; accreditation; competency based education; debt and education financing models; investing in the education space; and tertiary products and platforms that serve the student services market. Guests will include higher education leaders and practitioners, as well as investors and entrepreneurs. Attendance at first class meeting is required.
Terms: Win | Units: 3

EDUC 380: Supervised Internship

Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Alim, H. (PI); Alvarado, A. (PI); Antonio, A. (PI); Ardoin, N. (PI); Atkin, J. (PI); Aukerman, M. (PI); Ball, A. (PI); Barron, B. (PI); Bernert, R. (PI); Bettinger, E. (PI); Blikstein, P. (PI); Booker, A. (PI); Borko, H. (PI); Brazer, S. (PI); Brest, P. (PI); Brown, B. (PI); Brown, N. (PI); Bryk, T. (PI); Callan, E. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cohen, G. (PI); Cox, G. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Ehrlich, T. (PI); Fogg, B. (PI); Forssell, K. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hanushek, E. (PI); Heath, S. (PI); Hoagland, G. (PI); Juel, C. (PI); Kamil, M. (PI); Kelman, A. (PI); Kim, P. (PI); Kirst, M. (PI); Koski, W. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Levin, H. (PI); Lit, I. (PI); Loeb, S. (PI); Lotan, R. (PI); Martinez, A. (PI); Massy, W. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Mendoza-Newman, M. (PI); Meyerson, D. (PI); Murata, A. (PI); Nasir, N. (PI); O'Hara, S. (PI); Obradovic, J. (PI); Padilla, A. (PI); Pea, R. (PI); Phillips, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Reich, R. (PI); Rickford, J. (PI); Rogosa, D. (PI); Salinas, N. (PI); Schwartz, D. (PI); Shavelson, R. (PI); Shulman, L. (PI); Simms, W. (PI); Smith, S. (PI); Staklis, S. (PI); Stevens, M. (PI); Stipek, D. (PI); Stout, F. (PI); Strober, M. (PI); Suarez, D. (PI); Valdes, G. (PI); Walker, D. (PI); Weiler, H. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wotipka, C. (PI); reardon, s. (PI)

EDUC 387: Workshop: Comparative Sociology (SOC 311A)

Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit

EDUC 387A: World Education Reform Database (WERD) Lab

This lab-based course provides hands-on experience with collecting, cleaning, and analyzing cross-national education reform data using the World Education Reform Database (WERD) (See more at https://werd.stanford.edu/). It is appropriate for students of any level who want to gain experience with collaborative, team-based research about global education reform, and may be especially useful for doctoral students who would like to conduct a research project using WERD data.
Terms: Aut, Win, Spr, Sum | Units: 1-3 | Repeatable 12 times (up to 36 units total)
Instructors: ; Bromley, P. (PI)

EDUC 389C: Race, Ethnicity, and Language: Black Digital Cultures from BlackPlanet to AI (AFRICAAM 389C, CSRE 385, PWR 194AJB)

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of inter-disciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms.
Terms: Win | Units: 3-4
Instructors: ; Banks, A. (PI)

EDUC 393: Proseminar: Education, Business, Politics

Overview of the field of education for joint degree (M.B.A./M.A.) students.
Terms: Win | Units: 3
Instructors: ; Cox, G. (PI)

EDUC 395: The Hidden Curriculum of Scholarly Writing

Focus is on producing articles for scholarly journals in education and the social sciences. Ethics and craft of scholarly publishing. Writing opinion articles for lay audiences on issues of educational and social import.
Terms: Win | Units: 3-5

EDUC 398: Core Mechanics for Learning

In game play, core mechanics refers to the rules of interaction that drive the game forward. This class will consider whether there are core mechanics that can drive learning forward, and if so, how to build them into learning environments. The course mixes basic theory, research methods, and application of learning principles.
Terms: Win | Units: 3
Instructors: ; Blair, K. (PI)

EDUC 399A: Designing Surveys

This workshop/course is designed for students who are designing a survey to collect quantitative data for a research project. The workshop content draws on relevant cognitive processing theories and research related to development of good survey questions. In addition to some readings and a few mini lectures, this workshop is designed to be highly interactive and practical. By the end of the course students will have designed and pilot tested their survey instrument. Course enrollment is limited to 12 students and may be repeated for credit.
Terms: Win | Units: 1-3 | Repeatable 20 times (up to 60 units total)
Instructors: ; Porteus, A. (PI)

EDUC 401B: Mini Courses in Methodology: Stata

The goal of this course is to familiarize students with the Stata statistical software package for use in quantitative research. By the end of the course, students should be able to import and export data, clean and manage data, conduct standard statistical tests (e.g., correlation, t-test, regression), and produce a graph.
Terms: Aut, Win | Units: 1-2
Instructors: ; Ganelin, D. (PI)

EDUC 404: Topics in Brazilian Education: Public Policy and Innovation for the 21st Century

The objective of this seminar is to provide students from different backgrounds an opportunity to learn about current issues and debates on Brazilian education. The seminar will cover topics on the history of Brazilian education; an overview of current school reforms at the federal level; educational assessments; education and economic growth; educational equity; teacher labor market; technology and education; early childhood; and higher education to Brazil.
Terms: Aut, Win, Spr | Units: 1-2 | Repeatable 10 times (up to 20 units total)

EDUC 408: Social Interaction Analysis

This seminar will focus on foundations and methodic approaches to the study of social interaction.
Terms: Win | Units: 3-4 | Repeatable 2 times (up to 8 units total)
Instructors: ; Martinez, R. (PI)

EDUC 423B: Introduction to Education Data Science: Data Analysis (SOC 302B)

This course centers on the question of how you can use various data science techniques to understand social phenomena. Applied to education and social science topics, the course will introduce you to supervised and unsupervised machine learning algorithms, new data, and provide you the skills to thoughtfully evaluate and assess machine learning performance and implications.
Terms: Win | Units: 3-4
Instructors: ; Smith, S. (PI)

EDUC 425: Advanced Topics in Research on Self and Stigma

This course focuses on the relevance of self, identity, and stigmatization to understanding and remedying social problems. A key focus will be on how interactions between the self-system and social systems (e.g. schools, workplaces, institutions) drive outcomes over time, including educational and economic inequality. More broadly, class discussion and readings will address a social psychological analysis of intervention and change.
Terms: Win, Spr | Units: 1-3 | Repeatable 10 times (up to 30 units total)
Instructors: ; Cohen, G. (PI)

EDUC 429: Reducing Health Disparities and Closing the Achievement Gap through Health Integration in Schools (HUMBIO 122E, PEDS 229)

Health and education are inextricably linked. If kids aren't healthy, they won't realize their full potential in school. This is especially true for children living in poverty. This course proposes to: 1) examine the important relationship between children's health and their ability to learn in school as a way to reduce heath disparities; 2) discuss pioneering efforts to identify and address manageable health barriers to learning by integrating health and education in school environments. HUMBIO students must enroll in HUMBIO 122E. Med/Graduate students must enroll in PEDS 229 . Education students must enroll in EDUC 429.
Terms: Win | Units: 3

EDUC 430B: Quasi-Experimental Research Design & Analysis (SOC 258B)

This course surveys quantitative methods to make causal inferences in the absence of randomized experiment including the use of natural and quasi-experiments, instrumental variables, regression discontinuity, fixed effects estimators, and difference-in-differences. We emphasize the proper interpretation of these research designs and critical engagement with their key assumptions for applied researchers. Prerequisites: Prior training in multivariate regression (e.g., ECON 102B or the permission of the instructor).
Terms: Win | Units: 3-5
Instructors: ; Dee, T. (PI)

EDUC 432: Designing Explorable Explanations for Learning

In this graduate-level course, students will learn how to design explorable explanations (and more broadly interactive simulations) for learning. We will apply concepts from instructional design, constructionist learning theory, and information visualization to design engaging explorable explanations. Students will follow the human-centered design process to iteratively build working prototypes of explorables. Students will also develop the skills necessary to offer design feedback, and critique and evaluate explorable explanations.
Terms: Win | Units: 3-4
Instructors: ; Subramonyam, H. (PI)

EDUC 437: Curricular Practical Training

"Curricular Practical Training" independent study sections specifically created for international students in F-1 Visa Status who wish to receive credit and to be paid for internships.
Terms: Aut, Win, Spr, Sum | Units: 1-4 | Repeatable for credit

EDUC 443: Introduction to Single Case Design: Evaluating Response to Literacy Intervention

The purpose of this course is to provide an in-depth introduction to single case design a rigorous, experimental research methodology that is particularly well suited to studying students who are non-responsive to literacy interventions. The course will provide an overview of the rationale for single case design, and will introduce critical features of designing and implementing single case design studies. This course is designed to focus on using single case design to evaluate response to literacy interventions for students who have demonstrated insufficient response to prior literacy intervention, including students with and at-risk of disability. This course is an intensive reading and writing course. Prerequisite knowledge of evidence-based literacy intervention, including theory and extant research, will be useful.
Terms: Win | Units: 3
Instructors: ; Lemons, C. (PI)

EDUC 446: Workshop in Social Science History

Supports research and scholarship that combines techniques of historical inquiry with those of the disciplinary social science. Topics include comparative modes of explanation, strategies of case sampling, and rhetorical styles. Serves the development of research papers, theses and other writings for publication.
Terms: Win, Spr | Units: 1-4 | Repeatable 9 times (up to 36 units total)
Instructors: ; Hines, M. (PI)

EDUC 450C: Qualitative Interviewing

Addressing the theoretical underpinnings of qualitative interviews as well as the application of theory to practice, this course considers different approaches to interviewing. Interview types covered will range from group interviews to individual interviews, and from unstructured, ethnographically oriented interviews to highly structured interviews. Students will move from theory to interview design, implementation, and initial stages of analysis, with an emphasis on consistency in approach and utility in graduate-level research.
Terms: Win | Units: 3 | Repeatable 2 times (up to 6 units total)
Instructors: ; Park, E. (PI); Kwon, F. (TA)

EDUC 455: Seminar in Grant Writing

This course will introduce students to the federal grant funding process across federal agencies (IES, NIH, ACF, NSF), and will facilitate the preparation of a grant for graduate funding. Students will learn how to select an agency and a division within that agency to submit; about funding mechanisms within each agency; and about the submission, review, and award processes. In addition, they will learn about how to submit a successful application. The course is intended for students who are planning to pursue careers in which federal funding for research is necessary.
Terms: Win | Units: 1-3 | Repeatable 3 times (up to 9 units total)
Instructors: ; Fisher, P. (PI)

EDUC 456: Seminar in Organizations and Institutions (SOC 210)

This seminar considers ongoing work in organization studies through a speaker series featuring Stanford faculty, visiting scholars, and guests from academic institutions throughout North America and elsewhere.
Terms: Aut, Win, Spr | Units: 1 | Repeatable 9 times (up to 9 units total)
Instructors: ; Loyalka, P. (PI)

EDUC 463: Computer Vision for Education and Social Science Research (CS 432)

Computer vision -- the study of how to design artificial systems that can perform high-level tasks related to image or video data (e.g. recognizing and locating objects in images and behaviors in videos) -- has seen recent dramatic success. In this course, we seek to give education and social science researchers the know-how needed to apply cutting edge computer vision algorithms in their work as well as an opportunity to workshop applications. Prerequisite: python familiarity and some experience with data.
Terms: Win | Units: 3
Instructors: ; Haber, N. (PI); Cerit, M. (TA)

EDUC 465: Development and Psychological Sciences (DAPS) Faculty Student Seminar

Faculty and students in the DAPS graduate training program will convene to discuss how the disciplines of developmental and psychological sciences impact education, ground these issues in the work of current faculty and advanced student research, discuss professional development issues unique to this area, and share student perspectives on the field and their progress in the program. May be repeat for credit
Terms: Aut, Win, Spr | Units: 1 | Repeatable 6 times (up to 6 units total)

EDUC 468: Robotics, AI and Design of Future Education (ME 268)

The time of robotics/AI is upon us. Within the next 10 to 20 years, many jobs will be replaced by robots/AI (artificial intelligence). This seminar features guest lecturers from industry and academia discussing the current state of the field of robotics/AI, preparing students for the rise of robotics/AI, and redesigning and reinventing education to adapt to the new era.
Terms: Win | Units: 1 | Repeatable 10 times (up to 10 units total)
Instructors: ; Jiang, L. (PI)

EDUC 474B: Biosocial-Biocultural Perspectives on Disability in Education (EDUC 144B, PEDS 144)

Disability is a complex phenomenon contested along biopolitical and sociopolitical vectors in the field of education and other attendant fields such as humanities, history, and biosciences. These contestations influence the ways in which disabled lives are supported and understood in schools and other public institutions. Students will be able to critically evaluate the biosocial, biopolitical, and sociopolitical nature of disability and attend to intersectionality in relation to education systems, as well as build strong repertoires of transdisciplinary knowledge that can be applied in their fields of interest.
Terms: Win | Units: 1-3
Instructors: ; Bunderson, M. (PI)

EDUC 475: Entrepreneurship in Education: A Comparative Analysis of the US and Emerging Markets

(Same as GSBGID 575) This course offers an exploration of education entrepreneurship within diverse global landscapes. We will delve into the education sectors of the United States, as well as emerging markets such as China, India, and Brazil, in order to investigate their unique characteristics and challenges. The course is open to anyone interested in the intersection of education and entrepreneurship on an international scale. Through the utilization of case studies, readings, and engaging discussions, we will analyze the factors that impact the global education business. By the end of the course, students will gain a comparative understanding of educational entrepreneurship, equipping them to identify opportunities and devise strategies for success in diverse education markets. Moreover, it will serve as a springboard for students interested in pursuing future courses or careers in the global education business.
Terms: Win | Units: 2
Instructors: ; Chen, J. (PI); Chen, J. (GP)

EDUC 480: Directed Reading

For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Adams, C. (PI); Alim, H. (PI); Alvarado, A. (PI); Amaral Carnauba, F. (PI); Annamma, S. (PI); Antonio, A. (PI); Ardoin, N. (PI); Artiles, A. (PI); Atkin, J. (PI); Aukerman, M. (PI); Ball, A. (PI); Banks, A. (PI); Barron, B. (PI); Bettinger, E. (PI); Blikstein, P. (PI); Boaler, J. (PI); Bonnet, G. (PI); Booker, A. (PI); Borko, H. (PI); Brazer, S. (PI); Brest, P. (PI); Bromley, P. (PI); Brown, B. (PI); Brown, N. (PI); Bryk, T. (PI); Callan, E. (PI); Carlson, J. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cohen, G. (PI); Cotterman, K. (PI); Cox, G. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Demszky, D. (PI); Domingue, B. (PI); Ehrlich, T. (PI); Ellch, L. (PI); Fisher, P. (PI); Fogg, B. (PI); Fong, B. (PI); Forssell, K. (PI); Garcia, A. (PI); Gilbert, D. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haber, N. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hanushek, E. (PI); Haysman, C. (PI); Heath, S. (PI); Hines, M. (PI); Hoagland, G. (PI); Jaquith, A. (PI); Juel, C. (PI); Kamil, M. (PI); Kelman, A. (PI); Kijima, R. (PI); Kim, P. (PI); Kirst, M. (PI); Kozleski, E. (PI); Kuboyama, E. (PI); Kushner, M. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Langer-Osuna, J. (PI); Lee, V. (PI); Lemons, C. (PI); Levin, H. (PI); Levine, E. (PI); Levine, S. (PI); Lichand, G. (PI); Lit, I. (PI); Litvak, L. (PI); Loeb, S. (PI); Lotan, R. (PI); Loyalka, P. (PI); Lyall, K. (PI); Martinez, A. (PI); Martinez, R. (PI); Massy, W. (PI); McCandliss, B. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Mendoza-Newman, M. (PI); Meyerson, D. (PI); Monsalve, S. (PI); Murata, A. (PI); Nandagopal, K. (PI); Nasir, N. (PI); O'Hara, S. (PI); Obradovic, J. (PI); Osborne, J. (PI); Padilla, A. (PI); Park, E. (PI); Pea, R. (PI); Peterson, M. (PI); Phillips, D. (PI); Plank, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Reich, R. (PI); Rickford, J. (PI); Rodriguez, E. (PI); Rogosa, D. (PI); Rosa, J. (PI); Ruiz-Primo, M. (PI); Saleem, F. (PI); Salehi, S. (PI); Salinas, N. (PI); Schorr, J. (PI); Schwartz, D. (PI); Shavelson, R. (PI); Shulman, L. (PI); Silverman, R. (PI); Simms, W. (PI); Smith, S. (PI); Solano-Flores, G. (PI); Sorcar, P. (PI); Spencer, S. (PI); Staklis, S. (PI); Stevens, M. (PI); Stipek, D. (PI); Stout, F. (PI); Strober, M. (PI); Suarez, D. (PI); Subramonyam, H. (PI); Tarlau, R. (PI); Thille, C. (PI); Valdes, G. (PI); Van Lare, M. (PI); Walker, D. (PI); Weiler, H. (PI); Wieman, C. (PI); Williamson, P. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wolf, J. (PI); Wotipka, C. (PI); Yeatman, J. (PI); pearman, f. (PI); reardon, s. (PI)

EDUC 482: Design to Equip Learners in Under-Resourced Communities (DESIGN 294)

This course equips students with the skills and knowledge necessary to develop innovative solutions that address the challenges faced by learners in under-resourced communities. By embracing a project-based approach and fostering partnerships with local and global communities, our students will have the opportunity to explore and experiment with design techniques and tools, ultimately co-creating solutions that are contextually relevant and responsive. The course provides a comprehensive exploration of human-centered design, learning sciences, digital technologies, and education entrepreneurship. The goal of the course is to foster effective and sustainable solutions that significantly improve the lives of learners in under-resourced communities. By the course's conclusion, students will be equipped with the necessary skills to drive meaningful change for learners in any community. Given the urgent need to address the challenges exacerbated by the pandemic, this course stands as a critical step towards creating a more just and equitable world for all.
Terms: Win | Units: 3
Instructors: ; Kim, P. (PI); McBain, L. (PI)

EDUC 484: Philosophy of Education for the Digital Age

Students in school today will live most of their lives in a world that will be radically changed by technologies such as AI, virtual reality, and smart devices. How should we think about civic values, moral responsibility, epistemic agency, and personal fulfilment in a future increasingly shaped by technology? How will the aims of education evolve in the digital future? This course will explore these and other questions through the work of contemporary philosophers of education and technology.
Terms: Win | Units: 3
Instructors: ; Cox, G. (PI)

EDUC 488: Stanford Black Academic Lab: Community-Based Participatory Methods (AFRICAAM 488, CSRE 388, LINGUIST 276E)

This lab-based course is an overview of research methods that are used in the development of Black educators, including survey research, individual and focus group interviews, ethnographic methods, and documentary activism. Lab participants will be guided through critical thinking about the professional and personal development of Black educators while assessing the utility and relevance of research-based responses to that development in partnership with a particular educational organization or agency.
Terms: Win | Units: 2-5
Instructors: ; Charity Hudley, A. (PI)

EDUC 489: RILE Colloquium on Race, Inequality, and Language in Education

This course is a workshop for PhD students focusing on interdisciplinary empirical work related to Race, Inequality, and Language in Education.
Terms: Aut, Win, Spr | Units: 1-2 | Repeatable 10 times (up to 20 units total)

EDUC 490: Directed Research

For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit
Instructors: ; Alim, H. (PI); Alvarado, A. (PI); Amaral Carnauba, F. (PI); Annamma, S. (PI); Antonio, A. (PI); Ardoin, N. (PI); Artiles, A. (PI); Aukerman, M. (PI); Ball, A. (PI); Banks, A. (PI); Barron, B. (PI); Bettinger, E. (PI); Blikstein, P. (PI); Boaler, J. (PI); Booker, A. (PI); Borko, H. (PI); Brazer, S. (PI); Brest, P. (PI); Bromley, P. (PI); Brown, B. (PI); Bryk, T. (PI); Callan, E. (PI); Carlson, J. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cohen, G. (PI); Cox, G. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Demszky, D. (PI); Domingue, B. (PI); Ehrlich, T. (PI); Fisher, P. (PI); Fong, B. (PI); Garcia, A. (PI); Gilbert, D. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haber, N. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hines, M. (PI); Hoagland, G. (PI); Jaquith, A. (PI); Juel, C. (PI); Kamil, M. (PI); Kelman, A. (PI); Kijima, R. (PI); Kim, P. (PI); Kirst, M. (PI); Koski, W. (PI); Kozleski, E. (PI); Kuboyama, E. (PI); Kushner, M. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Langer-Osuna, J. (PI); Lee, V. (PI); Lemons, C. (PI); Levine, E. (PI); Levine, S. (PI); Lichand, G. (PI); Lit, I. (PI); Loeb, S. (PI); Lotan, R. (PI); Loyalka, P. (PI); Martinez, R. (PI); McCandliss, B. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Meyerson, D. (PI); Murata, A. (PI); Nasir, N. (PI); Obradovic, J. (PI); Osborne, J. (PI); Padilla, A. (PI); Park, E. (PI); Pea, R. (PI); Phillips, D. (PI); Plank, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Rodriguez, E. (PI); Rogosa, D. (PI); Rosa, J. (PI); Ruiz-Primo, M. (PI); Saleem, F. (PI); Salehi, S. (PI); Schwartz, D. (PI); Shavelson, R. (PI); Silverman, R. (PI); Smith, S. (PI); Solano-Flores, G. (PI); Sorcar, P. (PI); Staklis, S. (PI); Stevens, M. (PI); Stipek, D. (PI); Strober, M. (PI); Suarez, D. (PI); Subramonyam, H. (PI); Tarlau, R. (PI); Thille, C. (PI); Valdes, G. (PI); Walker, D. (PI); Wieman, C. (PI); Williamson, P. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wolf, J. (PI); Wotipka, C. (PI); Yeatman, J. (PI); pearman, f. (PI); reardon, s. (PI)

EDUC 801: TGR Project

For advanced graduate students. Instructor consent required. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 0 | Repeatable for credit
Instructors: ; Alim, H. (PI); Alvarado, A. (PI); Amaral Carnauba, F. (PI); Annamma, S. (PI); Antonio, A. (PI); Ardoin, N. (PI); Artiles, A. (PI); Aukerman, M. (PI); Ball, A. (PI); Banks, A. (PI); Barron, B. (PI); Blikstein, P. (PI); Boaler, J. (PI); Booker, A. (PI); Borko, H. (PI); Bromley, P. (PI); Brown, B. (PI); Bryk, T. (PI); Callan, E. (PI); Carlson, J. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cuban, L. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Demszky, D. (PI); Fisher, P. (PI); Forssell, K. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haber, N. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hines, M. (PI); Juel, C. (PI); Kelman, A. (PI); Kirst, M. (PI); Kozleski, E. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Lee, V. (PI); Lemons, C. (PI); Levine, E. (PI); Levine, S. (PI); Lichand, G. (PI); Loeb, S. (PI); Lotan, R. (PI); Loyalka, P. (PI); Lythcott, J. (PI); Martinez, R. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Meyerson, D. (PI); Murata, A. (PI); Nasir, N. (PI); Padilla, A. (PI); Park, E. (PI); Pea, R. (PI); Phillips, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Rogosa, D. (PI); Rosa, J. (PI); Ruiz-Primo, M. (PI); Saleem, F. (PI); Salehi, S. (PI); Schwartz, D. (PI); Shavelson, R. (PI); Smith, S. (PI); Solano-Flores, G. (PI); Staklis, S. (PI); Stipek, D. (PI); Strober, M. (PI); Suarez, D. (PI); Subramonyam, H. (PI); Tarlau, R. (PI); Thille, C. (PI); Valdes, G. (PI); Walker, D. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wotipka, C. (PI); Yeatman, J. (PI); pearman, f. (PI); reardon, s. (PI)

EDUC 802: TGR Dissertation

For advanced graduate students. Instructor consent required. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 0 | Repeatable for credit
Instructors: ; Alim, H. (PI); Alvarado, A. (PI); Amaral Carnauba, F. (PI); Annamma, S. (PI); Antonio, A. (PI); Ardoin, N. (PI); Artiles, A. (PI); Aukerman, M. (PI); Ball, A. (PI); Banks, A. (PI); Barron, B. (PI); Bettinger, E. (PI); Blikstein, P. (PI); Boaler, J. (PI); Booker, A. (PI); Borko, H. (PI); Bromley, P. (PI); Brown, B. (PI); Bryk, T. (PI); Callan, E. (PI); Carlson, J. (PI); Carnoy, M. (PI); Carter, P. (PI); Charity Hudley, A. (PI); Cohen, G. (PI); Cuban, L. (PI); Damon, W. (PI); Darling-Hammond, L. (PI); Dee, T. (PI); Demszky, D. (PI); Domingue, B. (PI); Fisher, P. (PI); Garcia, A. (PI); Goldenberg, C. (PI); Goldman, S. (PI); Gordon, L. (PI); Grossman, P. (PI); Gumport, P. (PI); Haber, N. (PI); Haertel, E. (PI); Hakuta, K. (PI); Hines, M. (PI); Juel, C. (PI); Kelman, A. (PI); Kirst, M. (PI); Kozleski, E. (PI); LaFromboise, T. (PI); Labaree, D. (PI); Langer-Osuna, J. (PI); Lee, V. (PI); Lemons, C. (PI); Levine, E. (PI); Levine, S. (PI); Lichand, G. (PI); Lit, I. (PI); Loeb, S. (PI); Lotan, R. (PI); Loyalka, P. (PI); Lythcott, J. (PI); Martinez, R. (PI); McCandliss, B. (PI); McDermott, R. (PI); McFarland, D. (PI); McLaughlin, M. (PI); Meyerson, D. (PI); Murata, A. (PI); Nasir, N. (PI); Obradovic, J. (PI); Osborne, J. (PI); Padilla, A. (PI); Park, E. (PI); Pea, R. (PI); Phillips, D. (PI); Pope, D. (PI); Porteus, A. (PI); Powell, W. (PI); Ramirez, F. (PI); Reich, R. (PI); Rogosa, D. (PI); Rosa, J. (PI); Ruiz-Primo, M. (PI); Saleem, F. (PI); Salehi, S. (PI); Schwartz, D. (PI); Shavelson, R. (PI); Shulman, L. (PI); Silverman, R. (PI); Smith, S. (PI); Solano-Flores, G. (PI); Staklis, S. (PI); Stevens, M. (PI); Stipek, D. (PI); Strober, M. (PI); Suarez, D. (PI); Subramonyam, H. (PI); Tarlau, R. (PI); Thille, C. (PI); Valdes, G. (PI); Walker, D. (PI); Wieman, C. (PI); Williamson, P. (PI); Willinsky, J. (PI); Wineburg, S. (PI); Wotipka, C. (PI); Yeatman, J. (PI); pearman, f. (PI); reardon, s. (PI)
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