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EDUC 15SC: Remix | Reading and Writing DJ Culture

"last night a DJ saved my life" --Indeep (1982 song) In a moment that has been widely described being defined by "remix culture," what might we learn from the traditions and practices of the artists who gave us the remix? This course looks at the DJ as an crucial figure, a rhetor even, who influences both US and world culture and examines the DJ's practices as writing practices. From there we ask how other kinds of writing--public, academic, creative--can be informed by DJs and DJ culture. We will study specific practices like scratching, remixing, and the mixtape as well as different approaches and spaces in which DJs have shaped culture, from disco to Hip Hop to world music, from radio DJs to party DJs to beat-juggling and turntablism. In addition to our readings, viewings and work in class, participants in the course will be able to participate in a DJ workshop introducing basic techniques like mixing, and will attend at least 1 live DJ set in San Francisco or Oakland. The course will make turntables and a DJ controller available for students to work on mixes and DJ techniques live, in class.
Terms: Sum | Units: 2
Instructors: ; Banks, A. (PI)

EDUC 64: Shaping America's Future: Exploring the Key Issues on Our Path to the 2024 Elections (COMM 159B, SOC 64)

Join us for an immersive speaker series that delves into the core of American democracy. Prominent figures from a range of politic, business, foreign policy, academia, and media will analyze the implications of the 2024 elections and the challenges our nation faces. Led by James Steyer, founder and CEO of Common Sense Media, explore topics such as harnessing the power of AI responsibly, addressing climate change at various levels, strengthening commitments to democracy and voting rights, safeguarding youth from the impacts of social media and technology on mental health, and ensuring accountability for wealth disparities. This series will provide you with a comprehensive understanding of the elections and the broader American political landscape.
Terms: Aut | Units: 1

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 101: Introduction to Teaching and Learning

This course is designed to help undergraduates explore career interests in education; it is the core course for the Undergraduate Minor in Education, and fulfills requirements for Honors in Education. The course considers the philosophy, history, politics, professional practice and social structures of teaching in the United States. Students will read and discuss teaching theory and research, participate in learning activities and visit school teaching sites, as well as examine and analyze artifacts and models of teaching.
Terms: Aut | Units: 4

EDUC 102I: International Education Policy Workshop (EDUC 202I)

This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr | Units: 2-4
Instructors: ; Arribas Layton, L. (PI)

EDUC 103A: Tutoring: Seeing a Child through Literacy (EDUC 203A)

In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-4 | Repeatable 10 times (up to 40 units total)

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 111: The Young Adult Novel: A Literature For and About Adolescents

For undergraduates considering teaching or working with adolescents, and for those planning to apply to the coterminal program in the Stanford Teacher Education program (STEP). Students work together to define the genre of young adult novels. What they reveal about adolescence in America. How to read and teach young adult literature.
Terms: Spr | Units: 4
Instructors: ; Wolf, J. (PI)

EDUC 112: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 212, SOC 129X, SOC 229X, URBANST 115)

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr | Units: 3-5 | UG Reqs: GER:DB-SocSci, WAY-EDP

EDUC 115N: How to Learn Mathematics

What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them - and put them behind you - this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Aut | Units: 3 | UG Reqs: GER:DB-SocSci, WAY-SI
Instructors: ; Boaler, J. (PI)

EDUC 117: Research and Policy on Postsecondary Access (EDUC 417, PUBLPOL 117, PUBLPOL 217A)

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut | Units: 3
Instructors: ; Antonio, A. (PI)

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 120: Sociology of Science (EDUC 320, SOC 330, STS 200Q)

This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut | Units: 3-4 | UG Reqs: WAY-SI

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 126A: Ethics and Leadership in Public Service (CSRE 126C, ETHICSOC 79, LEAD 126A, URBANST 126A)

This course explores ethical questions that arise in public service work, as well as leadership theory and skills relevant to public service work. Through readings, discussions, in-class activities, assignments, and guest lectures, students will develop a foundation and vision for a future of ethical and effective service leadership. This course serves as a gateway for interested students to participate in the Haas Center's Public Service Leadership Program.
Terms: Spr | Units: 3-4 | UG Reqs: WAY-ER
Instructors: ; Lobo, K. (PI)

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 132: Music Education: Then, Now, and Then Again (MUSIC 132)

Explores the presence and impact of music across a variety of educational settings, with a focus on the historical function of music education, the current role of music education, and potential future models of music education.
Terms: Spr | Units: 3
Instructors: ; Gavin, R. (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 142: Foundational Course in Testing

This course explores basic concepts in testing. It examines testing purposes, test item formats, types of knowledge assessed, and factors that may affect the education process and different educational outcomes. The course also includes a discussion of testing in two contexts: large-scale and the classroom. Students write a final paper focusing on one of these two contexts.
Terms: Aut | Units: 2-3
Instructors: ; Ruiz-Primo, M. (PI)

EDUC 144A: Diverse Perspectives on Disability (EDUC 474A)

The experiences of people with disabilities are often clouded by misconceptions, mystery, fear, and lack of personal experience. Although no one person has the keys to unlocking the diverse perspectives of people with disabilities, using tools afforded by narrative inquiry can help unlock opportunities for understanding as well as shifting conceptualizations in a world designed with little regard for the margins. We hope that this course will deepen our understanding of how disability intersects with a variety of identities that can mask or foreground forms of difference. Come learn with us as we engage with ourselves and the Stanford community around constructions of disability and the diverse perspectives that inform these complex constructions. Successful complete of this course fulfills one elective requirement for the Education Minor.
Terms: Spr | Units: 3
Instructors: ; May, L. (PI)

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 147: Stanford and Its Worlds: 1885-present (HISTORY 58E)

The past and future of Stanford University examined through the development of five critical "worlds," including the Western region of the United States, the US nation-state, the global academy, the San Francisco Bay Area, and the complex phenomena summarized by the name Silicon Valley. Students are asked to consider and theorize these worlds, their interrelationships, and the responsibilities they entail for all of us who live and work at Stanford in the present.
Terms: Spr | Units: 3 | UG Reqs: WAY-ER, WAY-SI

EDUC 147L: Stanford Archive Lab (HISTORY 58EL)

Work together with a team of University Archivists, student archive assistants, and classmates on a public exhibition about a rotating theme. Learn what to search for in an archive, how to employ methods from history and sociology to understand and synthesize the sources, and strategies for designs and delivery. Play an active role in the ongoing writing and rewriting of Stanford University's history, and, in turn, its present. Must be taken concurrently or following enrollment in "Stanford and Its Worlds" or with permission of the instructor.
Terms: Spr | Units: 2-5
Instructors: ; Levine, E. (PI)

EDUC 152N: Improving Inclusive Higher Education: Students with Down Syndrome at Stanford?

This course is designed to deepen knowledge related to including individuals with intellectual and developmental disabilities (IDD), including Down syndrome (DS), in college settings and to research model post-secondary programs. Students will conduct a project investigating one model post-secondary program at an institute of higher education. We will complete the quarter by authoring a white paper for Stanford leadership that outlines next steps for establishing a world-class post-secondary program that will enhance the lives of individuals with DS and IDD.
Terms: Aut | Units: 3 | UG Reqs: WAY-EDP, WAY-SI
Instructors: ; Lemons, C. (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 173: Gender and Higher Education: National and International Perspectives (EDUC 273, FEMGEN 173, SOC 173, SOC 273)

This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr | Units: 3-4 | UG Reqs: GER:EC-Gender, WAY-EDP, WAY-SI

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 181: Diversity and Equity Issues in Higher Education (CSRE 181, EDUC 381)

American higher education has had to continually struggle with issues of difference, particularly racial and ethnic cultural difference, throughout its history. While the civil rights and student protest era of the 1960s are easily recognized as moments of cultural struggle, they evolve and take new forms, extending and re-framing ideological and material conflict in the academy. These include battles over: the content of the curriculum; access to college and admissions; and the domains of legitimate knowledge. In this course, we will critically examine and discuss the research and discourse concerning issues of diversity and equity in the current era. We will examine the political, cultural, and social contours of these issues and as well as the efficacy of campus responses to them such as race-conscious admissions policies, identity-based offices, ethnic studies programs, and other DEI (diversity, equity, and inclusion) initiatives.
Terms: Spr | Units: 3 | UG Reqs: WAY-EDP
Instructors: ; Antonio, A. (PI)

EDUC 182: Holistic College Student Development: Theory and Practices (EDUC 382, LIFE 182)

In this course we examine, explore, and develop practices supporting holistic college student development. We will examine classic cognitive theories of intellectual and ethical development (Perry, Baxter-Magolda), moral development and reasoning (Kohlberg, Gilligan), psychosocial development (Chickering and Reisser), and racial, ethnic, and religious identity development. We will also explore the development of capacities and qualities that are of growing contemporary interest including presence/mindfulness, authenticity/courage, compassion/empathy, and forgiveness/gratitude. We will also consider models of leadership that flow from holistic development. Lastly, we will introduce practices for the continued development of these cognitive, affective, and spiritual capacities. This course is appropriate for those interested in student/human development, student affairs, and leadership.
Terms: Aut | Units: 3

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 193B: Peer Counseling in the Chicano/Latino Community (CHILATST 193B)

Topics: verbal and non-verbal attending and communication skills, open and closed questions, working with feelings, summarization, and integration. Salient counseling issues including Spanish-English code switching in communication, the role of ethnic identity in self-understanding, the relationship of culture to personal development, and Chicana/o student experience in University settings. Individual training, group exercises, role play, and videotape practice.
Terms: Spr | Units: 1
Instructors: ; Martinez, A. (PI)

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 196: Community-Engaged Scholars Program Seminar (URBANST 196)

Limited to students writing an honors thesis, Master's thesis, or capstone project and admitted to the year-round Community Engage sponsored by the Haas Center for Public Service. What standards in addition to those expected by the academy apply to research conducted as a form of public service? How can communities benefit from research? Theory and practice of research as a form of public service readings, thesis workshops, and public presentation of completed research. May be repeated for credit.
Terms: Aut | Units: 1-2 | Repeatable for credit
Instructors: ; Hurd, C. (PI)

EDUC 199A: 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: Aut | Units: 3 | Repeatable 2 times (up to 3 units total)

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 199C: 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: Spr | Units: 1 | Repeatable 2 times (up to 3 units total)

EDUC 200A: Introduction to Data Analysis and Interpretation

Primarily for master's students in the School of Education. Focus is on reading literature and interpreting descriptive and inferential statistics, especially those commonly found in education. Topics: basic research design, instrument reliability and validity, descriptive statistics, correlation, t-tests, one-way analysis of variance, and simple and multiple regression. All offerings of this course (whether meeting on Mon & Weds or Tues & Thurs) will be taught identically.
Terms: Aut | Units: 3-4

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 201: History of Education in the United States (AMSTUD 201, HISTORY 258B)

How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WW II. The role of gender and race, the development of the high school and university, and school organization, curriculum, and teaching.
Terms: Spr | Units: 3-5

EDUC 202: Introduction to International and Comparative Education

Contemporary theoretical debates about educational change and development, and the international dimension of issues in education. Emphasis is on the development of students' abilities to make cross-national and historical comparisons of educational phenomena. Enrollment in EDUC 202L is required to enroll in EDUC 202.
Terms: Aut | Units: 3

EDUC 202I: International Education Policy Workshop (EDUC 102I)

This is a project-based workshop. Practical introduction to issues in educational policy making, education reform, educational planning, implementation of policy interventions, and monitoring and evaluation in developing country contexts. Preference to students enrolled in ICE/IEAPA, but open to other students interested in international development or comparative public policy with instructor's consent. Attendance at first class required for enrollment.
Terms: Spr | Units: 2-4
Instructors: ; Arribas Layton, L. (PI)

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 203A: Tutoring: Seeing a Child through Literacy (EDUC 103A)

In this service-learning course, participants experience the world of school and print through the eyes of a child. Enrolled students learn about literacy development and instruction with diverse learners and are prepared to tutor a child in grades K-2. Attendance is required for tutoring two times per week in addition to the weekly class meeting. May be repeated for credit. Cardinal Course certified by the Haas Center for Public Service.
Terms: Aut | Units: 3-4 | Repeatable 10 times (up to 40 units total)

EDUC 204: Introduction to Philosophy of Education (ETHICSOC 204)

How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required.
Terms: Aut | Units: 3 | UG Reqs: WAY-ER, WAY-SI
Instructors: ; Cox, G. (PI)

EDUC 206A: Applied Research Methods in International and Comparative Education I: Introduction

Required for, and limited to, M.A. students in ICE and IEPA. Orientation to the M.A. program and research project; exploration of resources for study and research.
Terms: Aut | Units: 1-3

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 206C: Applied Research Methods in ICE III: Data Collection and Analysis

Required for, and limited to, master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Practice in data collection, analysis, and interpretation. Preparation of the first draft of the master's paper.
Terms: Spr | Units: 1-3
Instructors: ; Santos, H. (PI); Song, J. (PI)

EDUC 206D: Applied Research Methods in International and Comparative Education IV: Master's Paper Workshop

Required for, and limited to, master's students in International Comparative Education (ICE) and International Education Policy Analysis (IEPA). Reviews of students' research as they finalize the master's paper.
Terms: Sum | Units: 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 209A: 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.
Terms: Aut | Units: 3

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 209C: 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: Spr | Units: 3-5

EDUC 211A: Maker Tools Learning Lab

This project-based lab course introduces students to the use of several maker tools for personal and academic projects.
Terms: Aut, Spr, Sum | Units: 1 | Repeatable 4 times (up to 4 units total)
Instructors: ; Ramirez, J. (PI)

EDUC 212: Urban Education (AFRICAAM 112, CSRE 112X, EDUC 112, SOC 129X, SOC 229X, URBANST 115)

(Graduate students register for EDUC 212 or SOC 229X). Combination of social science and historical perspectives trace the major developments, contexts, tensions, challenges, and policy issues of urban education.
Terms: Spr | 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 223: Language Issues in Educational Research and Practice

This course provides the foundation for reasoning about language and linguistic groups and for thinking critically about available literature, methods, normative documents, and services concerning language in educational research and practice. Making sound decisions concerning language and linguistic groups contributes to valid research and to fair and effective practices in education. Students work on a project of their choice. Issues investigated include: Making sampling decisions concerning linguistically diverse populations, selecting translators for languages unknown to the researcher, and using and interpreting information from research involving diverse linguistic groups.
Terms: Spr | Units: 2-3
Instructors: ; Solano-Flores, G. (PI)

EDUC 225: What Works in Education?

What are the most promising, evidence-based strategies for realizing student potential and improving school performance? This course engages this question, beginning with (1) the current U.S. policy context (2) a discussion of the research methods, measures, and resources commonly used to examine what works, and (3) critical perspectives on the "what works" movement. We will also discuss strategies for efficiently and effectively organizing research evidence, projecting this evidence onto specific education challenges, and presenting this analysis in an actionable manner.
Terms: Aut | Units: 3
Instructors: ; Dee, T. (PI)

EDUC 228E: Becoming Literate in School I

First in a three course sequence. Introduction to reading and language arts theory and methodology for candidates STEP Elementary Teacher program. Instructional methods, formats, and materials.
Terms: Sum | Units: 1

EDUC 228F: Becoming Literate in School II

Second in a three-course required sequence of reading and language arts theory and methodology for candidates in the STEP Elementary program. Theories for guiding instruction and curricular choices.
Terms: Aut | Units: 3

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 228H: Arts, History & Social Sciences: Integration and Inquiry

How elementary school teachers can teach history and social science within a literacy framework. Topics include: historical thinking, reading, and writing; current research; applying nonfiction reading and writing strategies to historical texts; using primary sources with elementary students; adapting instruction to meet student needs; state standards; evaluating curriculum; assessing student knowledge; developing history and social science units; and embedding history and social science into the general literacy curriculum.
Terms: Spr | Units: 3

EDUC 229A: 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: Aut | Units: 2-3

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 229C: 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: Spr | Units: 1-3

EDUC 229D: 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: Sum | Units: 2-5

EDUC 234: Curiosity in Artificial Intelligence (PSYCH 240A)

How do we design artificial systems that learn as we do early in life -- as "scientists in the crib" who explore and experiment with our surroundings? How do we make AI "curious" so that it explores without explicit external feedback? Topics draw from cognitive science (intuitive physics and psychology, developmental differences), computational theory (active learning, optimal experiment design), and AI practice (self-supervised learning, deep reinforcement learning). Students present readings and complete both an introductory computational project (e.g. train a neural network on a self-supervised task) and a deeper-dive project in either cognitive science (e.g. design a novel human subject experiment) or AI (e.g. implement and test a curiosity variant in an RL environment). Prerequisites: python familiarity and practical data science (e.g. sklearn or R).
Terms: Spr | Units: 3
Instructors: ; Haber, N. (PI)

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 236: How Will AI Change the EdTech Industry? Challenges & Opportunities Based on Real Business Cases

Is Artificial Intelligence really disrupting the EdTech industry or do its business impacts remain elusive? Despite booming interest around AI, concrete examples of how this is actually changing the way EdTech businesses operate remain scant. In this course, students will have the opportunity to engage with EdTech entrepreneurs, board members and venture capitalists around real business cases that illustrate the opportunities and challenges linked to incorporating AI into their product when it comes to driving sales, market share, and profitability.
Terms: Spr | Units: 1-2 | Repeatable 2 times (up to 4 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 240: Adolescent Development and Learning

How do adolescents develop their identities, manage their inner and outer worlds, and learn? Presuppositions: that fruitful instruction takes into account the developmental characteristics of learners and the task demands of specific curricula; and that teachers can promote learning and motivation by mediating among the characteristics of students, the curriculum, and the wider social context of the classroom. Prerequisite: STEP student or consent of instructor. (STEP)
Terms: Sum | Units: 3

EDUC 244E: Building Classroom Community

How to best manage a classroom. Student and teacher roles in developing a classroom community. Strategies for classroom management within a theoretical framework. STEP elementary only.
Terms: Sum | Units: 1

EDUC 244F: Building Classroom Community

Skills for developing a positive classroom learning environment. Theoretical issues and opportunities to acquire strategies and make links with practice teaching class. STEP elementary only.
Terms: Spr | Units: 1

EDUC 245: Understanding Racial and Ethnic Identity Development (AFRICAAM 245, CSRE 245, PSYCH 245A)

This seminar will explore the impact and relative salience of racial/ethnic identity on select issues including: discrimination, social justice, mental health and academic performance. Theoretical perspectives on identity development will be reviewed, along with research on other social identity variables, such as social class, gender and regional identifications. New areas within this field such as the complexity of multiracial identity status and intersectional invisibility will also be discussed. Though the class will be rooted in psychology and psychological models of identity formation, no prior exposure to psychology is assumed and other disciplines-including cultural studies, feminist studies, and literature-will be incorporated into the course materials. Students will work with community partners to better understand the nuances of racial and ethnic identity development in different contexts. (Cardinal Course certified by the Haas Center)
Terms: Spr | Units: 3-5

EDUC 246A: Secondary Teaching Seminar: Race, Intersectionality, and Identity in Schools

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.
Terms: Sum | Units: 1

EDUC 246B: Secondary Teaching Seminar: Leading, Building and Sustaining Classroom Communities

Preparation and practice in issues and strategies for teaching in classrooms with diverse students. Topics: guided observations, building classroom community, classroom interaction processes, topics in special education 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.
Terms: Aut | Units: 8

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 246D: Secondary Teaching Seminar

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. Prerequisite: STEP student.
Terms: Spr | Units: 1-8

EDUC 246E: Elementary Teaching Seminar: Exploring Teaching

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: Sum | Units: 1

EDUC 246F: Elementary Teaching Seminar: School-Family Partnerships

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: Aut | Units: 2-4

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 246H: Elementary Teaching Seminar: Imagining Forward

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: Spr | Units: 1-5

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 252L: Introduction to Psychometrics - Lab

This course will cover the material from EDUC 252 in an applied setting. Emphasis will be in developing a capacity for applying and interpreting psychometrics techniques to real-world and simulated data.
Terms: Spr | Units: 2
Instructors: ; Domingue, B. (PI)

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 255: Mission and Money in Education

(Same as GSBGEN 373) Educational institutions are defined by their academic missions and their financial structures. When we refer to public/private or nonprofit/profit sectors, these are shorthand descriptions of the different capital structures that underlie educational organizations. Increasingly, these options - and novel variations on them - exist throughout the education enterprise: in K-12 schools, higher education, and ancillary service providers. In this course we will explore the relationships between academic goals and financial structures, with particular focus on management and decision making in educational organizations.
Terms: Spr | Units: 3

EDUC 259A: 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: Aut | Units: 1-3

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 259C: 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: Spr | Units: 1-3

EDUC 259D: 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.
Terms: Aut | 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 259F: 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: Spr | Units: 1-3

EDUC 262A: 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: Sum | Units: 2

EDUC 262B: Curriculum and Instruction in English

Approaches to teaching English in the secondary school, including goals for instruction, teaching techniques, and methods of evaluation. STEP secondary only.
Terms: Aut | Units: 4
Instructors: ; Levine, S. (PI); Mah, C. (TA)

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 262D: Curriculum & Instruction Elective in English

Methodology of science instruction: teaching for English and language arts; linking the goals of teaching English with interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr | Units: 4
Instructors: ; Williams, M. (PI)

EDUC 263A: 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: Sum | Units: 2

EDUC 263B: 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: Aut | Units: 4
Instructors: ; Boaler, J. (PI); Hahn, M. (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 263D: Curriculum & Instruction Elective in Math

Methodology of math instruction: teaching for mathematical thinking and reasoning; linking the goals of teaching math with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr | Units: 4
Instructors: ; Lakshminarayanan, G. (PI)

EDUC 263E: Quantitative Reasoning in Mathematics I

First 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: Sum | Units: 1

EDUC 263F: Quantitative Reasoning in Mathematics II

Second 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: Aut | 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 264A: 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: Sum | Units: 2

EDUC 264B: 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. STEP secondary only.
Terms: Aut | Units: 4

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 264E: Methods and Materials in Bilingual Classrooms

Restricted to STEP elementary teacher candidates in the BCLAD program. Theories, research, and methods related to instruction of Spanish-English bilingual children, grades K-8. Approaches to dual language instruction, and pedagogical and curricular strategies for the instruction of reading, language arts, science, history, social science, and math in Spanish. Assessment issues and practices with bilingual students. In Spanish.
Terms: Aut | Units: 2
Instructors: ; Martinez, C. (PI)

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 267A: 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: Sum | Units: 2

EDUC 267B: 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: Aut | Units: 4

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 267D: Curriculum & Instruction Elective in Science

Methodology of science instruction: teaching for scientific reasoning; linking the goals of teaching science with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr | Units: 4
Instructors: ; Diffenbaugh, P. (PI)

EDUC 267E: Development of Scientific Reasoning and Knowledge

For STEP elementary teacher candidates. Theories and methods of teaching and learning science. How to develop curricula and criteria for critiquing curricula. Students design a science curriculum plan for a real setting. State and national science frameworks and content standards. Alternative teaching approaches; how to select approaches that are compatible with learner experience and lesson objectives. Focus is on the linguistic and cultural diversity of California public school students.
Terms: Aut | Units: 3

EDUC 267G: Integrating the Garden into the Elementary Curriculum

This mini-course uses the garden and kitchen environments to provide teacher candidates with real-world contexts in which to explore some of the key issues that children face in health, nutrition, and sustainability. Teacher candidates will gain an understanding of how to integrate the various themes with content areas and standards and an appreciation for the importance of addressing children's health needs in an era when the country is facing increased obesity and other health problems.
Terms: Spr | Units: 1

EDUC 268A: 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: Sum | Units: 2

EDUC 268B: 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: Aut | Units: 4
Instructors: ; Castillon, I. (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 268D: Curriculum & Instruction Elective in History

The methodology of history instruction: teaching for historical thinking and reasoning; linking the goals of teaching history with literacy and interdisciplinary curricula; opportunities to develop teaching materials. For STEP Program students only.
Terms: Spr | Units: 4

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 273: Gender and Higher Education: National and International Perspectives (EDUC 173, FEMGEN 173, SOC 173, SOC 273)

This course examines the ways in which higher education structures and policies interact with gender, gender identity, and other characteristics in the United States, around the world, and over time. Attention is paid to how changes in those structures and policies relate to access to, experiences in, and outcomes of higher education by gender. Students can expect to gain an understanding of theories and perspectives from the social sciences relevant to an understanding of the role of higher education in relation to structures of gender differentiation and hierarchy. Topics include undergraduate and graduate education; identity and sexuality; gender and science; gender and faculty; and feminist scholarship and pedagogy.
Terms: Spr | Units: 3-4

EDUC 275: Leading Change in Schools

This course explores organizational conditions conducive to planned change that can lead to school improvement. Particular attention is given to the plurality of leadership roles in change efforts. Intended primarily for master's students who have had some past experience working in or with schools.
Terms: Spr | Units: 3-4
Instructors: ; Jaquith, A. (PI)

EDUC 276: Classroom Assessment

This course focuses on helping students to advance their knowledge about theory, design, and research issues related to assessing student learning in the classroom context. Students in this course will develop the basic conceptual and technical knowledge about assessment development and evaluation in the context of instructional units.
Terms: Spr | Units: 3
Instructors: ; Ruiz-Primo, M. (PI)

EDUC 277: Education of Immigrant Students: Psychological Perspectives

Historical and contemporary approaches to educating immigrant students. Case study approach focuses on urban centers to demonstrate how stressed urban educational agencies serve immigrants and native-born U.S. students when confronted with overcrowded classrooms, controversy over curriculum, current school reform movements, and government policies regarding equal educational opportunity.
Terms: Aut | Units: 4

EDUC 278: Introduction to Program Evaluation

The purpose of Introduction to Program Evaluation (EDUC 278) is to provide an introduction to the field of program evaluation. Students taking this course will learn basic concepts and participate in intellectual debates in the field. This course is intended to examine issues and challenges faced by evaluators of educational and social programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2hrs 50 min. It is critical that you commit to reading all the material before class, so that the discussion is well-focused. During the last weeks of the course, an evaluation proposal of a real-world program will be developed. The proposal will become the final paper.
Terms: Spr | Units: 2-3
Instructors: ; Ruiz-Primo, M. (PI)

EDUC 281: Technology for Learners

How can we use technology to improve learning? Many hope that technology will make learning easier, faster, or accessible to more learners. This course explores a variety of approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Strong focus on evaluating new tools for specific learners and subjects. Space is limited. Priority is given to master's students in the LDT Master's Program.
Terms: Aut | Units: 3
Instructors: ; Thille, C. (PI); Jia, Y. (TA)

EDUC 283: Child Development in and Beyond Schools

(Formerly EDUC 144). How schools form a context for children's social and cognitive development. Focus is on early and middle childhood. Transactional processes between children and learning opportunities in classroom contexts. Topics include: alternative theoretical perspectives on the nature of child development; early experience and fit with traditional school contexts; assessment practices and implications for developing identities as learners; psychological conceptions of motivational processes and alternative perspectives; the role of peer relationships in schools; and new designs for learning environments. Readings address social science and methodological issues. STEP Elementary only.
Terms: Sum | Units: 2

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 285A: Boundary Crossing at Work: Designing for Learning with Differences in Mind

For STEP Secondary 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: Aut, Sum | Units: 3

EDUC 285C: 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: Aut, Sum | 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 289: The Centrality of Literacies in Teaching and Learning

(Formerly EDUC 166.) Focus is on principles in understanding, assessing, and supporting the reading and writing processes, and the acquisition of content area literacies in secondary schools. Literacy demands within particular disciplines and how to use oral language, reading, and writing to teach content area materials more effectively to all students. (STEP)
Terms: Spr, Sum | 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 295: Entrepreneurship and Innovation in Education Technology Seminar

(Same as GSBGEN 591) The last few years have created significant educational challenges and opportunities, especially given the emergence of Artificial Intelligence (AI); there has never been a more pressing and urgent need in our history to foster entrepreneurship in education by leveraging new technologies. This course will help you develop the skills and strategies necessary to effectively create and evaluate educational services and education technology startups, much like educators, entrepreneurs, philanthropists, and venture capital investors do. Some questions we will discuss include: How do entrepreneurs, educators, and VCs evaluate and grow successful education and edtech startups? Why do most startups in edtech fail, and what are the critical ingredients for success, especially in today's challenging times? What does it take to get venture capital financing in edtech? Why now? Each week will feature a different entrepreneur as a guest speaker; these leaders hail from a variety of innovative for-profit and non-profit startups. As we hear from the speakers, we'll evaluate all aspects of their invention, particularly in the context of AI, distance learning and hybrid learning ecosystems. A fundamental question we'll explore in this course is how educators and technologists can better collaborate to leverage the scale and impact of technology to improve educational equity and access. This course will be taught in person; attendance at each session is required. The maximum capacity is 60 students. Juniors, Seniors and graduate students of all Stanford schools are welcome. Syllabus can be viewed here: https://monsalve.people.stanford.edu/courses-and-seminars
Terms: Spr | Units: 2 | Repeatable 2 times (up to 6 units total)

EDUC 299A: Beyond Equity

(Formerly EDUC 167.) Introduction to the theories and practices of equity and democracy in education. How to think about teaching and schooling in new ways; the individual moral and political reasons for becoming a teacher. Enrollment restricted to students in the STEP Program only. (STEP)
Terms: Sum | Units: 1

EDUC 306A: Economics of Education in the Global Economy

Case material considers development problems in the U.S. and abroad. Discussion sections on economic aspects of educational development.
Terms: Aut | Units: 5

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 306Y: Economic Support Seminar for Education and Economic Development

Core economic concepts that address issues in education in developing and developed countries. Supply and demand, elasticity, discount rates, rate of return analysis, utility functions, and production functions. Corequisite: 306A.
Terms: Aut | Units: 1
Instructors: ; Joshi, M. (PI)

EDUC 313: The Education of American Jews (JEWISHST 213, JEWISHST 393X, RELIGST 313X)

This course will take an interdisciplinary approach to the question of how American Jews negotiate the desire to retain a unique ethnic sensibility without excluding themselves from American culture more broadly. Students will examine the various ways in which people debate, deliberate, and determine what it means to be an "American Jew". This includes an investigation of how American Jewish relationships to formal and informal educational encounters through school, popular culture, religious ritual, and politics.
Terms: Spr | Units: 4
Instructors: ; Kelman, A. (PI)

EDUC 314: Funkentelechy: Technologies, Social Justice and Black Vernacular Cultures (AFRICAAM 200N, CSRE 314, STS 200N)

From texts to techne, from artifacts to discourses on science and technology, this course is an examination of how Black people in this society have engaged with the mutually consitutive relationships that endure between humans and technologies. We will focus on these engagements in vernacular cultural spaces, from storytelling traditions to music and move to ways academic and aesthetic movements have imagined these relationships. Finally, we will consider the implications for work with technologies in both school and community contexts for work in the pursuit of social and racial justice.
Terms: Spr | Units: 4-5

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 316: Social Network Methods (SOC 369)

Introduction to social network theory, methods, and research applications in sociology. Network concepts of interactionist (balance, cohesion, centrality) and structuralist (structural equivalence, roles, duality) traditions are defined and applied to topics in small groups, social movements, organizations, communities. Students apply these techniques to data on schools and classrooms.
Terms: Spr | Units: 3-5
Instructors: ; McFarland, D. (PI)

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 320: Sociology of Science (EDUC 120, SOC 330, STS 200Q)

This course explores the social construction of scientific knowledge from various perspectives. The course begins by taking stock of core philosophical theories on scientific knowledge and then it proceeds to ask how various authors have described and characterized this knowledge as socially embedded and constructed. Through this course we will ask what sort of knowledge is considered scientific or not? And then from there, a variety of social, institutional and historical factors will enter and influence not only how scientific knowledge is discovered and developed, but also how we evaluate it. This course is suitable to advanced undergraduates and doctoral students.
Terms: Aut | Units: 3-4

EDUC 321: Nonprofits, Philanthropy & Society (PUBLPOL 321, SOC 321)

Over the past several decades nonprofit organizations have become increasingly central entities in society, and with this growing status and importance their roles are increasingly complex.We consider the social, political and economic dynamics of philanthropy and the nonprofit sector, focusing mainly (but not exclusively) on the US. The class is best suited for graduate students looking for an advanced analytic understanding of the sector and those wishing to conduct research in the field; it is not intended to provide training in nonprofit management.
Terms: Spr | Units: 3-4
Instructors: ; Powell, W. (PI)

EDUC 325A: Proseminar 1

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: Aut | Units: 3

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 325C: Proseminar 3

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: Spr | Units: 3

EDUC 326: Advanced Regression Analysis (SOC 384)

Social science researchers often deal with complex data and research questions that traditional statistics models like linear regression cannot adequately address. This course offers the opportunity to understand and apply two widely used types of advanced regression analysis that allow the examination of 1) multilevel data structures (multilevel models) and 2) multivariate research questions (structural equation models).
Terms: Spr | Units: 3-5
Instructors: ; Smith, S. (PI); Bhat, K. (TA)

EDUC 333A: Introduction to Learning Sciences: Understanding Learning and Learning Environments

This course is an introduction to the foundational ideas and origins of the learning sciences as they relate to conceptualizing, analyzing, and improving learning through the complementary work of researching and designing new learning environments, technologies, tools, and experiences. Core perspectives represented include those that are cognitive, situative, sociocultural, developmental, and critical about what, how, and why people learn new ideas and practices in authentic settings. Activities include detailed analysis of readings, learning environments, learning technologies, and emerging field directions.
Terms: Aut | Units: 3
Instructors: ; Lee, V. (PI); Brennan, R. (TA)

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 343A: Navigating the Academic Profession

For DARE doctoral fellows only. The roles and responsibilities of faculty members in American colleges and universities in the 21st century. How to become productive faculty members within the higher education enterprise.
Terms: Aut | Units: 1-2
Instructors: ; Golde, C. (PI)

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 343D: Preparing for the Faculty Job Search

"Preparing for the Faculty Job Search" is a weekly seminar course. The goals of the course are to increase students' knowledge of the faculty job search. We will work on both written and oral parts of your job search preparation, including CVs, cover letters, research and teaching statements, and the job talk. Experts from across Stanford will present. The course is restricted to participants in the DARE Doctoral Fellowship Program.
Terms: Spr | Units: 1
Instructors: ; Golde, C. (PI)

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 346: Research Seminar in Higher Education

This seminar introduces and elaborates a "pathways" heuristic for studying and improving progress through higher education. Provides an overview of novel computational tools for modeling academic progress; classic and contemporary theoretical insights for theorizing progress; and research nationally and internationally that partakes of the pathways imagery. Students are encouraged to design and/or pursue their own research in seminar, with critical peer review among their colleagues.
Terms: Spr | Units: 3-5
Instructors: ; Stevens, M. (PI)

EDUC 349: Globalization and Higher Education (SOC 297)

This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research on global and national sources of influence on higher education developments, e.g. admissions criteria, curricular content, governance structure.. At the end of the course students should be able to compare and contrast developments across countries.
Terms: Aut | Units: 3-4

EDUC 352A: Introduction to Research-Practice Partnerships

This course is an introduction to education research-practice partnerships (RPPs). It examines the distinctive characteristics of education research-practice partnerships, how they differ from other efforts to improve education, and the types of questions that have been explored by RPPs. We will discuss different types of RPPs including design based implementation research, networked improvement communities, community-engaged research, design-based implementation research (DBIR), and Youth Participatory Action Research (YPAR). We will pay extra attention to the theories and methodologies used in DBIR, and to projects that DBIR scholars have conducted, as exemplars of RPP work.
Terms: Aut | Units: 1-4

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 352C: Advanced Partnership Research

Partnership research requires a dynamic skill set involving negotiations, collaboration and communication as well as knowledge of the context you are working in and the dilemmas practice partners face in their day-to-day work. In this course, students will work with faculty, peers, and practice partners to learn how to navigate the challenging waters of partnership research and examine challenges in their own partnership research.
Terms: Spr | Units: 1-2

EDUC 355: Higher Education and Society

We examine unprecedented scrutiny and critiques of US colleges and universities. How have expectations changed? How have campus leaders and faculty responded? Who is served, what is taught, what research is prioritized, and what public impact is envisioned-contributing to democracy via access, education for citizenship and employment, producing reliable knowledge, serving as a community partner. Sources are readings, group work, and speakers. The seminar is designed for graduate students across the university. Undergraduates and postdocs need the instructor's permission.
Terms: Spr | Units: 2-3
Instructors: ; Gumport, P. (PI)

EDUC 359B: Research in Science, Engineering, and Technology Education: Mental Models and Conceptual Change

A reading-intensive seminar on rotating topics of relevance for students in the Curriculum and Teacher Education Science, Engineering, and Technology subplan and others interested in these topics as they relate to K-12 education. Seminal and historical ideas and theories as well as current debates, methods, and research initiatives will be introduced. Each term, students will produce some final deliverable, such as a research paper or pilot research study, as specified by the current course instructor.
Terms: Spr | Units: 2-3 | Repeatable 5 times (up to 15 units total)
Instructors: ; Lee, V. (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 364: Cognition and Learning

This course focuses on helping students to advance their knowledge of cognitive psychology and what this field can offer to understand learning and educational practice. We will discuss how people learn, understand, and remember information, and why some people seem to be better at this than others. Topics discussed include the construction of knowledge, thinking about thinking, and the motivational and affective factors that shape thinking processes. Upon successful completion of this course, you will have a deeper understanding of how learners' knowledge, motivation, and development contribute to making meaning of information and to the actions they take to learn.
Terms: Aut | Units: 3-4
Instructors: ; Ruiz-Primo, M. (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 366: Learning in Formal and Informal Environments

How learning opportunities are organized in schools and non-school settings including museums, after-school clubs, community art centers, theater groups, aquariums, sports teams, and new media contexts. Sociocultural theories of development as a conceptual framework. Readings from empirical journals, web publications, and books.Collaborative written or multimedia research project in which students observe and document a non-school learning environment.
Terms: Aut | Units: 3

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 371: Social Psychology and Social Change (PSYCH 265)

The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest.
Terms: Spr | Units: 2-3

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 377G: Problem Solving for Social Change

(Also GSBGEN 367). Stanford graduates will play important roles in solving many of today's and tomorrow's major societal problems -- such as improving educational and health outcomes, conserving energy, and reducing global poverty -- which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organizations' behavior, ranging from incentives and penalties to "nudges;" human-centered design; corporate social responsibility; and pay-for-success programs. We will apply these concepts and tools to address an actual social problem facing Stanford University. (With the exception of several classes on strategy and evaluation, there is no substantial overlap with Paul Brest's and Mark Wolfson's course, Strategic Philanthropy and Impact Investing (GSBGEN 319), which has a different focus from this one.)
Terms: Aut | 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 381: Diversity and Equity Issues in Higher Education (CSRE 181, EDUC 181)

American higher education has had to continually struggle with issues of difference, particularly racial and ethnic cultural difference, throughout its history. While the civil rights and student protest era of the 1960s are easily recognized as moments of cultural struggle, they evolve and take new forms, extending and re-framing ideological and material conflict in the academy. These include battles over: the content of the curriculum; access to college and admissions; and the domains of legitimate knowledge. In this course, we will critically examine and discuss the research and discourse concerning issues of diversity and equity in the current era. We will examine the political, cultural, and social contours of these issues and as well as the efficacy of campus responses to them such as race-conscious admissions policies, identity-based offices, ethnic studies programs, and other DEI (diversity, equity, and inclusion) initiatives.
Terms: Spr | Units: 3
Instructors: ; Antonio, A. (PI)

EDUC 382: Holistic College Student Development: Theory and Practices (EDUC 182, LIFE 182)

In this course we examine, explore, and develop practices supporting holistic college student development. We will examine classic cognitive theories of intellectual and ethical development (Perry, Baxter-Magolda), moral development and reasoning (Kohlberg, Gilligan), psychosocial development (Chickering and Reisser), and racial, ethnic, and religious identity development. We will also explore the development of capacities and qualities that are of growing contemporary interest including presence/mindfulness, authenticity/courage, compassion/empathy, and forgiveness/gratitude. We will also consider models of leadership that flow from holistic development. Lastly, we will introduce practices for the continued development of these cognitive, affective, and spiritual capacities. This course is appropriate for those interested in student/human development, student affairs, and leadership.
Terms: Aut | Units: 3

EDUC 386: Leadership and Administration in Higher Education

This course is provides an introduction to a wide range of contemporary leadership issues that arise in higher education and play out in different types of colleges and universities. We include a range of written and video materials to anchor class discussions. In addition, we have guest speakers who are or were in higher education leadership positions to engage with us and share their perspectives on higher education leadership and administration. Graduate students in every discipline interested in becoming faculty members or administrators at universities or colleges need to understand these issues to learn how best to navigate the complexities. Although higher education is our primary focus, we welcome students whose main interest is in an education-related organization such as a foundation, and we will help those students relate our discussions to their interests.
Terms: Spr | Units: 2-3

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 388A: Language Policies and Practices

For STEP teacher candidates seeking to meet requirements for the English Learner Authorization on their preliminary credential. Historical, political, and legal foundations of education programs for English learners. Theories of second language learning, and research on the effectiveness of bilingual education. Theory-based methods to facilitate and measure English learners' growth in language and literacy acquisition, and create environments which promote English language development and content area learning through specially designed academic instruction in English. (STEP)
Terms: Aut | Units: 3

EDUC 389A: Race, Ethnicity, and Language: Racial, Ethnic, and Linguistic Formations (ANTHRO 320A, CSRE 389A, LINGUIST 253, SYMSYS 389A)

Language, as a cultural resource for shaping our identities, is central to the concepts of race and ethnicity. This seminar explores the linguistic construction of race and ethnicity across a wide variety of contexts and communities. We begin with an examination of the concepts of race and ethnicity and what it means to be "doing race," both as scholarship and as part of our everyday lives. Throughout the course, we will take a comparative perspective and highlight how different racial/ethnic formations (Asian, Black, Latino, Native American, White, etc.) participate in similar, yet different, ways of drawing racial and ethnic distinctions. The seminar will draw heavily on scholarship in (linguistic) anthropology, sociolinguistics and education. We will explore how we talk and don't talk about race, how we both position ourselves and are positioned by others, how the way we talk can have real consequences on the trajectory of our lives, and how, despite this, we all participate in maintaining racial and ethnic hierarchies and inequality more generally, particularly in schools.
Terms: Aut | Units: 3-5
Instructors: ; Rosa, J. (PI); Burgos, X. (TA)

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 391: Engineering Education and Online Learning (ENGR 391)

A project based introduction to web-based learning design. In this course we will explore the evidence and theory behind principles of learning design and game design thinking. In addition to gaining a broad understanding of the emerging field of the science and engineering of learning, students will experiment with a variety of educational technologies, pedagogical techniques, game design principles, and assessment methods. Over the course of the quarter, interdisciplinary teams will create a prototype or a functioning piece of educational technology.
Terms: Aut | Units: 3
Instructors: ; Bowen, K. (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 400A: Introduction to Statistical Methods in Education

Basic techniques in statistics for educational research with an emphasis on preparation for intermediate and advanced courses. Topics include study design, working with data (central tendency, variance, probability, distributions, correlation and regression, visualizing data), and basics of statistical inference (hypothesis testing, sampling, standard errors, confidence intervals).
Terms: Aut | Units: 3-4

EDUC 400B: Statistical Analysis in Education: Regression

Primarily for doctoral students; part of doctoral research core; prerequisite for advanced statistical methods courses in School of Education. Basic regression, a widely used data-analytic procedure, including multiple and curvilinear regression, regression diagnostics, analysis of residuals and model selection, logistic regression. Proficiency with statistical computer packages.
Terms: Spr | Units: 5

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 407: Lytics Seminar (CS 407)

(Same as GSBGID 307) Students will learn to design technology mediated learning environments for adult learners, conduct research in those environments, and learn from prior EdTech failures. Grounded in various theoretical frameworks that inform the design of learning environments, the course explores how people learn and the evidence of learning that can be collected and modeled in online environments in real world contexts. The course also examines specific case studies of failed EdTech ventures to identify patterns and causes of failure. Throughout the course we will consider ethical issues related to design and research in human learning. Overall, this course will provide students with a foundation in learning theory and the skills and knowledge needed to design, implement, and evaluate effective technology mediated learning environments.
Terms: Spr | Units: 1-4 | Repeatable 4 times (up to 16 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 417: Research and Policy on Postsecondary Access (EDUC 117, PUBLPOL 117, PUBLPOL 217A)

The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center).
Terms: Aut | Units: 3
Instructors: ; Antonio, A. (PI)

EDUC 421: Powerful Ideas for Learning Sciences and Technology Design: Sociocultural Practices of the Blues

This course examines select foundational ideas in the learning sciences and technology design field as situated in the learning and sociocultural practices, music, and history of the blues. Each week we dive into one foundational idea in the learning sciences and examine its manifestations in and illuminations from blues cultural history and music. These ideas collectively provide a network of concepts for conceptualizing cognitive, social and cultural processes of learning, and for designing and studying learning environments.
Terms: Aut | Units: 3 | Repeatable 6 times (up to 18 units total)
Instructors: ; Pea, R. (PI)

EDUC 423A: Introduction to Education Data Science: Data Processing (SOC 302A)

Quantitative data require considerable work before they are ready to be analyzed: they are often messy, incomplete and potentially biased. This course is designed to help you thoughtfully collect, manage, clean and represent data so it can offer substantive information researchers can act upon. In our weekly sessions you will take a critical and reflective approach to these tasks and learn the technical skills needed to get your data into shape. Education and social science datasets will be our focus.
Terms: Aut | Units: 3-4
Instructors: ; Smith, S. (PI); Hardy, M. (TA)

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 424: Introduction to Research in Curriculum and Teacher Education

Required for first-year CTE doctoral students. How to conceptualize, design, and interpret research. How to read, interpret, and critique research; formulate meaningful research questions; evaluate and conduct a literature review; and conceptualize a study. Readings include studies from different research paradigms. Required literature review in an area students expect to explore for their qualifying paper.
Terms: Spr | Units: 2-5

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 430A: Experimental Research Design and Analysis

The course will cover the following topics: a) the logic of causal inference and the Fisher/Neyman/Rubin counterfactual causal model (Fisher, 1935; Heckman, 1979; Holland, 1986; Neyman, 1990; Rubin, 1978); b) randomized experiments; c) complex randomized experiments in education (cluster randomized trials, multi-site trials, staggered implementation via randomization, etc.); d) policy experiments with randomization; e) meta-analysis; and f) power in randomized experiments; g) the ethics and politics of randomized experiments.
Terms: Aut | Units: 3-5

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 434: Seminar in Teacher Education: Issues of Pedagogy

This course explores issues of pedagogy in the preparation of teachers. While much has been written about reforming teacher education, less work examines how we actually teach people to teach. Since how we teach is also what we teach in teacher education, this lack of attention to pedagogy is problematic. In this class, we will investigate pedagogical approaches used in teacher education.
Terms: Aut | Units: 1-4 | Repeatable 2 times (up to 8 units total)
Instructors: ; Williamson, P. (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 440: (Re)Meditating Systems Change: Disability, Language & Difference (CSRE 340, PEDS 240)

This is a course about gaining a deep understanding of the levers of systems change in K-12 education focusing especially on (re)mediating systems in ways that center inclusion, equity, and justice. This course is concerned with systems change processes: why we need them; what they look like; and what theories can be called upon to guide them. We will examine the role of educational reform processes. We will examine various conceptions how reform efforts bear on systems change efforts at all levels of education: the classroom, the school, the district, and the state and federal levels of educational policy. In this course, we will examine contemporary theories of educational systems change that pay close attention to Disability, Language, and Difference. We will consider some examples of how these change processes interact to improve academic and social outcomes for all students, especially those who have been historically marginalized. We will consider urban, suburban, and rural applications of these processes, as major sources of evidence for what works and what fails. We will consider the "big picture" of our society, its values, and its economic position in a global economy to better understand why the need for systems change, which may seem obvious, is so difficult to achieve in practice.
Terms: Aut | Units: 3 | Repeatable 12 times (up to 36 units total)

EDUC 442: (Re)Framing Difference: Interdisciplinary Perspectives on Disability, Race and Culture (AFRICAAM 442, CSRE 343, FEMGEN 442, PEDS 242)

This course uses social theories of difference to examine the intersections of disability, race and culture. The course will examine these concepts drawing from scholarship published in history, sociology of education, urban sociology, cultural studies, disability studies, social studies of science, cultural psychology, educational and cultural anthropology, comparative education and special education. Implications for policy, research and practice will be covered.
Terms: Aut | Units: 4
Instructors: ; Artiles, A. (PI)

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 445: Transforming Education through Entrepreneurship

(Same as STRAMGT 335) In this course, students will investigate opportunities and challenges of entrepreneurial ventures trying to increase access to educational opportunity, improve the quality of learning experiences for underserved students and disrupt systemic inequities in preK-12 education. Class discussions will explore frameworks for understanding how to maximize educational impact by ensuring efficacy, increasing financial sustainability, and building scale. Cases are focused on organizations in early childhood, primary and secondary education, and feature a variety of ventures (including schools, technology, educator training, and supplemental services) and organizational models (for-profit, not-for-profit, and benefit corporation) in the U.S. and globally. Note: This is not a "how to" class on starting an education venture; it focuses on the strategic challenges of maximizing impact. This course is designed for students who want to be part of creating a more equitable society and improving opportunities for youth, whether by becoming entrepreneurs, leaders, Board members, donors or investors in education organizations. Attendance at the first class meeting is required.
Terms: Aut | Units: 3
Instructors: ; Lee, G. (PI); Dubon, M. (GP)

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 447: Leading Change in Public Education

(Same as STRAMGT 537) Public education in America is at a crossroads. Does our education system have what it takes to produce graduates who are prepared for college, career, and citizenship in our increasingly digital and pluralistic world? Will income and ethnic achievement gaps continue to be pervasive and persistent in our nation's largest urban cities? Will family zip code determine educational destiny for the next generation of students? Which strategies and reforms are truly demonstrating results and which are merely passing fads? As in all large-scale enterprises undergoing rapid, transformative change, leadership matters greatly. Fortunately, over the last decade, the reform of American public education has been led by a number of innovative and results-oriented leaders at the state, district and charter levels. These leaders are bringing additional urgency, strategies, and ideas designed to prepare America's schools and students for the century ahead. Some ideas are proving to be critical levers for change, others are facing significant political challenges, and others have not delivered on expected results. Many of them hold lessons for how future educational leaders can contribute to transforming public education for the next generation of K-12 students. This course will focus on school system leadership for education reform. The course will provide an overview of the critical issues facing K-12 public education in America today, and what is going on across the U.S. during this transformative period of change. Once this context is set, students will study education leaders and systems change strategies from the last 10-15 years at the state, district and charter levels. We will focus on leaders across five domains: Leadership in crisis situations, strategic leadership, china-breaking leadership, sustaining leadership, and next generation leadership. We will also look at leadership examples from outside K-12 education to broaden our thinking about what leadership styles and strategies could be successfully applied to education. Students will debate the strategies and efficacy of how different leaders approached systems-level change and will form their own working hypotheses of what is needed to help transform the American education system. Case studies in school system leadership will form the primary basis for classroom assignments and discussion. We will examine what went right and what went wrong in each case, focusing particularly on the decisions that school system leaders faced and the implications of their decisions. Most cases will be supplemented with research publications, technical notes, news clips, and/or videos to deepen students understanding of the context or issues discussed in the cases. Dan Katzir worked for Bain & Company, Teach for America, Sylvan Learning Systems and the Eli and Edythe Broad Foundation before joining Alliance College-Ready Public Schools as its CEO in 2015. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems: Case Studies in District Governance
Terms: Spr | Units: 2

EDUC 449: Design for Learning: Generative AI for Collaborative Learning (CS 498D, DESIGN 292)

Would you like to design ways to use generative AI to help humans learn with other humans? In this course, you will develop creative ways to use generative AI to support collaborative learning, also learning more about AI as researchers continue to improve tools like ChatGPT. In creating new learning activities that could be used at Stanford or in other courses, you will build experience with fundamentals of design, including the design abilities of learning from others, navigating ambiguity, synthesizing information, and experimenting rapidly. You will do this by tackling real design challenges presented by our project partners, which include several Stanford programs, while drawing on your own first-hand experience as students. This class is open to all students, undergraduate and graduate, of any discipline. No previous design experience or experience with AI is required. Just a collaborative spirit and hard work.
Terms: Aut | Units: 3

EDUC 450A: Qualitative Analysis in Education

Primarily for doctoral students; part of doctoral research core. Methods for collecting and interpreting qualitative data including case study, ethnography, discourse analysis, observation, and interview.
Terms: Spr | Units: 4

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 454: Prevention Science and Community-Based Participatory Research

This course is aimed at students who have interest in learning about prevention science and community-based participatory research (CBPR) to address individual, family, community, and other contextual factors that influence development. Course topics will examine theoretical, empirical and practical foundations of prevention science and CBPR related to the design, implementation, evaluation, and dissemination of interventions to prevent mental, behavioral and chemical health problems and promote healthy development. The course will cover the origins and multidisciplinary roots of both prevention science and CBPR, key concepts, current trends and directions, theoretical approaches, program development and assessment, science to service, evaluation methods, best practices, policy development, and implementation and dissemination approaches in community systems of care. Specific emphasis will be placed on the role of family systems and learning environments and on the need to incorporate a focus on structural inequalities based on race/ethnicity, geography, family structure, and other demographic variables into prevention-oriented research.
Terms: Aut | Units: 3
Instructors: ; Fisher, P. (PI)

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 464: Measuring Learning in the Brain (NEPR 464, PSYCH 279, SYMSYS 195M)

Everything we learn - be it a historical fact, the meaning of a new word, or a skill like reading, math, programming or playing the piano - depends on brain plasticity. The human brain's incredible capacity for learning is served by a variety of learning mechanisms that all result in changes in brain structure and function over different time scales. The goal of this course is to (a) provide an overview of different learning systems in the brain, (b) introduce methodologies and experiments that have led to new discoveries linking human brain plasticity and learning, (3) design an experiment, collect neuroimaging data, and measure the neurobiological underpinnings of learning in your own brain with MRI. The first section of the course will involve a series of lectures and discussions on the foundations of plasticity and learning with particular attention to experimental methods used in human neuroimaging studies. The second part of the course will involve workshops on designing and implementing experiments in MATLAB/Psychtoolbox or Python/PsychoPy. During this part of the course students will design, present and implement their own experiments as group projects. Finally, students will learn how to collect and analyze MRI data by being participants in their own fMRI experiments or analyzing publicly available datasets. Requirements: This class is designed for students who are interested in gaining hands-on experience with measuring the neurobiological underpinnings of learning. Student projects will involve designing experiments, collecting and analyzing data. So some experience with MATLAB/Python or an equivalent programming language is required. Some background in neuroscience (at least 1 course) is also required as we will assume basic knowledge.
Terms: Aut | Units: 3
Instructors: ; Yeatman, J. (PI); Roy, E. (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 466: Doctoral Seminar in Curriculum Research

Required of all doctoral students in CTE, normally during their second year in the program. Students present their ideas regarding a dissertation or other research project, and prepare a short research proposal that often satisfies their second-year review.
Terms: Aut | Units: 2-4 | Repeatable for credit

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 469: Workshop and Reading Group in Child Development

This course provides a supportive space for graduate students interested in studying child development to workshop their research questions, conceptual and methodological issues, and drafts of proposals, presentations, or papers. The participants will practice how to conduct effective peer review and offer constructive feedback. General topics include but are not limited to: (1) developmental assessments, (2) family-level, school-level, and neighborhood-level factors that explain variability in children's outcomes, (3) examining underlying mediating and moderating processes, and (4) evaluating policies and programs. The participants will also read and discuss new scholarly work.
Terms: Aut | Units: 1 | Repeatable 9 times (up to 18 units total)
Instructors: ; Obradovic, J. (PI)

EDUC 471: The Development of Purpose Across the Lifespan

Purpose is a long-term commitment to accomplish something meaningful to the self and of consequence to the world beyond the self. In recent years, the development of purpose has become an important focus of research in psychological science. This course will examine current scientific knowledge about the development of purpose from childhood to late life. In addition, the course will cover contemporary educational efforts to foster purpose in schools, colleges, and beyond; and it will examine the role of purpose in vocational and civic activities.
Terms: Spr | Units: 3
Instructors: ; Damon, W. (PI)

EDUC 473: Empowering Educators via Language Technology (CS 293)

This course explores the use of natural language processing (NLP) to support educators, by discovering, measuring, and analyzing high-leverage teaching practices. Topics include computational social science methods, ethics, bias and fairness, automated scoring, causal analyses, large language models, among others. Engaging with relevant papers, students will work towards a final project using NLP methods and a critical social scientific lens. Projects are pitched to a jury of educators at the end of the course.
Terms: Aut | Units: 2-4

EDUC 474A: Diverse Perspectives on Disability (EDUC 144A)

The experiences of people with disabilities are often clouded by misconceptions, mystery, fear, and lack of personal experience. Although no one person has the keys to unlocking the diverse perspectives of people with disabilities, using tools afforded by narrative inquiry can help unlock opportunities for understanding as well as shifting conceptualizations in a world designed with little regard for the margins. We hope that this course will deepen our understanding of how disability intersects with a variety of identities that can mask or foreground forms of difference. Come learn with us as we engage with ourselves and the Stanford community around constructions of disability and the diverse perspectives that inform these complex constructions. Successful complete of this course fulfills one elective requirement for the Education Minor.
Terms: Spr | Units: 3
Instructors: ; May, 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 477: Global Educational Ethnographies (FEMGEN 477)

In this course, we will read a diversity of classic and contemporary ethnographies in order to evaluate the relationship between ethnographic methods, data analysis, and theory building. The first part of the course theorizes the method itself, analyzing the history or "genealogy" of ethnographic methods. The rest of the course examines several classic educational ethnographies that directly shaped the field as well as contemporary ethnographies engaging in critical debates about pertinent social, cultural, and political theories.
Terms: Spr | Units: 3-4

EDUC 479: Entering the Backstage of Education Policy Making (PUBLPOL 379)

How to mobilize evidence to support informed decisions by education policy makers? How to create public sector partnerships for research and practice? In this 3-4-credit course, students will have the opportunity to engage with policy teams around a real educational problem, providing pro-bono technical support. Before the course starts, the instructor will collect expressions of interest from the Brazilian Ministry of Education and from State and municipal Secretariats of Education in the country, and match students to the problems most highly rated by each of them upon applying to the course (participation capped at 25 students). Working in groups, students will produce (1) a meta-analysis, analyzing what we know about what works or not to address the problem based on existing scientific research, (2) a policy review, summarizing what we (do not) know about the problem based on public documents and expert opinions (from Stanford or elsewhere), and (3) recommendations for action, proposing a strategy for making progress towards that problem. Groups will meet with their client bi-weekly to refine their understanding of the problem, share progress towards deliverables, collect feedback, and iterate around the initial objectives as teams learn more about their problems. This course is worth 3-4 credits, meaning you might need to dedicate 9-12 hours per week, including class time. This includes participation in both full-class and section meetings, leaving approximately 8 hours for work outside of class. The course meets twice a week over the course of the Spring quarter. It consists of 3 lectures, 12 group-work meetings, and 5 client-facing meetings. See schedule for additional details. Enrollment depends on instructor permission obtained in the first day of class. Priority will be given to Master's and PhD students in ICE.
Terms: Spr | Units: 3-4
Instructors: ; Lichand, G. (PI)

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 497: Research Methods in Social Psychology and Allied Fields (PSYCH 297)

This course will focus on the methodological foundations of research in social psychology and allied fields, and on the background scientific and career decision-making that fosters strong research in these fields. It will focus on such topics as: why do science; how to develop research ideas and formulate a research program; classic experimental design; experimental approaches to social problems - the Lewinian tradition; the choice between laboratory, on-line, field and intervention research strategies; the role of theory in methodological choices; how to build experiments that reflect the real world; crafting IV's and DV's; the many routes to statistical power; the precautions of research hygiene; refining theory - generalizing and replicating; research productivity and the life of a research psychologist, effective approaches to writing.
Terms: Aut | Units: 3

EDUC 498: Field Research in Educational Neuroscience

This field-based course is designed to provide students who already have had an introduction to Educational Neuroscience with the opportunity to learn how to conduct such research in the context of an ongoing research practice partnership, as well as review and integrate curricular content and professional development materials that will make such work more accessible to practitioners and students.
Terms: Spr | Units: 1-5 | Repeatable 4 times (up to 20 units total)

EDUC 499: Advanced Methods in Education and Neuroscience: Electrophysiology

A number of recent advanced methods in electrophysiology are proving to be quite useful in driving progress in psychology, the learning sciences, human development and education. This course will provide a structured overview of the following methodological advances, opportunities to learn about them in more depth, and provide in-depth opportunities to discuss and critically evaluate recent use-cases and publications that successfully apply them. In addition, students will receive direct supervision, feedback, and support for their ongoing efforts to become more involved in ongoing electrophysiology research projects.
Terms: Aut | Units: 2-4 | Repeatable 10 times (up to 40 units total)
Instructors: ; McCandliss, B. (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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