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231 - 240 of 252 results for: EDUC ; Currently searching offered courses. You can also include unoffered courses

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)

EDUC 470: Practicum

For advanced graduate students. (all areas)
Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit

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

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

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)

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
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