printer friendly pageEDUC 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
Instructors:
Urstein, R. (PI)
;
Rascoff, M. (SI)
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 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 405: Teaching the Humanities
This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on the teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores purposes and pedagogical approaches for teaching humanities through a variety of texts and perspectives. The course is designed as an opportunity for doctoral students in the Humanities both to enrich their own teaching, and to broaden their understanding of professional teaching opportunities, including community college and secondary school teaching.
Last offered: Winter 2018
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)
EFSLANG 692: Speaking and Teaching in English
This course is an opportunity for international students to develop their oral communication and teaching skills to be a course assistant, teaching assistant, or instructor, especially those planning an academic career in an English-speaking context. It focuses on understanding the culture of the classroom and on developing clarity and communicative effectiveness through periodic micro-teaching presentations and role plays simulating typical teaching situations, including short lectures, problem set and review sessions, office hours, discussion leading, and student project consultations. Extensive feedback is provided on comprehensibility and accuracy along with development of interpersonal and intercultural communication skills. The instructor will meet with students regularly throughout the quarter for one-on-one tutorials. May be repeated once for credit.
Terms: Aut, Spr
| Units: 1-3
| Repeatable
2 times
(up to 6 units total)
ENERGY 359: Teaching Experience in Energy Science and Engineering
For TAs in Energy Science and Engineering. Course and lecture design and preparation; lecturing practice in small groups. Classroom teaching practice in an Energy Science and Engineering course for which the participant is the TA (may be in a later quarter). Taught in collaboration with the Center for Teaching and Learning.
| Repeatable
for credit
ENGLISH 396L: Pedagogy Seminar I
Required for first-year Ph.D students in English. Prerequisite for teaching required for Ph.D. students in English, Modern Thought and Literature and Comparative Literature. Preparation for surviving as teaching assistants in undergraduate literature courses. Focus is on leading discussions and grading papers.
Terms: Aut
| Units: 2
Instructors:
Bronstein, M. (PI)
ENGR 295: Learning & Teaching of Science (CTL 280, EDUC 280, MED 270, PHYSICS 295)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
Last offered: Spring 2023
ENGR 312: Science and Engineering Course Design (CTL 312)
For students interested in an academic career and who anticipate designing science or engineering courses at the undergraduate or graduate level. Goal is to apply research on science and engineering learning to the design of effective course materials. Topics include syllabus design, course content and format decisions, assessment planning and grading, and strategies for teaching improvement.
Terms: Win
| Units: 2-3
Instructors:
Horii, C. (PI)
;
Sheppard, S. (PI)
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