printer friendly pageEDUC 340: Psychology and American Indian Mental Health (NATIVEAM 240)
Western medicine's definition of health as the absence of sickness, disease, or pathology; Native American cultures' definition of health as the beauty of physical, spiritual, emotional, and social things, and sickness as something out of balance. Topics include: historical trauma; spirituality and healing; cultural identity; values and acculturation; and individual, school, and community-based interventions. Prerequisite: experience working with American Indian communities.
Terms: Spr
| Units: 3-5
Instructors:
Moorehead, V. (PI)
EDUC 341: Counterstory and Narrative Inquiry in Literature and Education (EDUC 141)
Counterstory is a method developed in critical legal studies that emerges out of the broad "narrative turn" in the humanities and social science. This course explores the value of this turn, especially for marginalized communities, and the use of counterstory as analysis, critique, and self-expression. Using an interdisciplinary approach, we examine counterstory as it has developed in critical theory, critical pedagogy, and critical race theory literatures, and explore it as a framework for liberation, cultural work, and spiritual exploration.
Terms: Aut
| Units: 3
Instructors:
Antonio, A. (PI)
;
Willihnganz, J. (PI)
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
Instructors:
Barron, B. (PI)
;
Martin, P. (TA)
EDUC 343: 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 345: Adolescent Development and Schooling
How the context of school and its relationship to other major context developments (family, peer group, and neighborhood) influence the social, emotional, and cognitive development of secondary school-aged youths. Metatheoretical approaches (mechanistic, organismic, developmental contextualist metamodels) and methods of conducting research on schooling and development (laboratory, survey, ethnographic, intervention). Topics: school transitions during adolescence; the role of school functioning in broader patterns of competence or distress; and how the organization of academic tasks, classrooms, and school environments as a whole can influence adolescent development. Focus is on middle and high school years. (PSE)
EDUC 346: Research Seminar in Higher Education
Major issues, current structural features of the system, the historical context that shaped it, and theoretical frameworks. The purposes of higher education in light of interest groups including students, faculty, administrators, and external constituents. Issues such as diversity, stratification, decentralization, and changes that cut across these groups.
Terms: Spr
| Units: 4
Instructors:
Stevens, M. (PI)
EDUC 347: The Economics of Higher Education
(Same as
GSBGEN 348) Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload; costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
Terms: Win
| Units: 3-4
Instructors:
Gilkes, T. (PI)
;
Johnson, A. (PI)
EDUC 348: Policy and Practice in Science Education
Values and beliefs that dominate contemporary thinking about the role and practice of science education, what the distinctive features of science are, and the arguments for its value as part of compulsory education. Research on the conceptual and affective outcomes of formal science education, how the changing nature of contemporary society challenges current practice, and the rationale for an alternative pedagogy, curriculum and assessment.
Terms: Aut
| Units: 3-4
Instructors:
Osborne, J. (PI)
EDUC 349: Comparative 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: Spr
| Units: 3-4
Instructors:
Ramirez, F. (PI)
EDUC 350: Workshop on New Research
This course will integrate attendance and participation at the research lectures given by visitors with separate, faculty-led workshops that discuss the presented study, its methodologies, and the research and policy contexts in which it is situated. This workshop will also provide an opportunity for professional development relevant to academic publishing and effective presentation.
Terms: Aut, Win, Spr
| Units: 1
| Repeatable
3 times
(up to 3 units total)
Instructors:
Reininger, M. (PI)
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