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111 - 120 of 304 results for: CSI::certificate

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
Instructors: Levine, E. (PI)

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: Spr | Units: 3 | Repeatable 3 times (up to 9 units total)

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: Spr | Units: 3

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

EDUC 278: Introduction to Program Evaluation

Introduction to Program Evaluation ( EDUC 278) will be offered as a six-week summer course, starting on June 23rd. The purpose of EDU 278 is to provide an introduction to the field of program evaluation. Students taking this course will be introduced to the basic concepts and intellectual debates in the field. This course is intended to raise issues and challenges faced by evaluators of social and educational programs. We will be working with real evaluation tasks throughout the course. The class will meet once a week for 2:50hrs. It is critical that you commit to reading all the material before class, so the discussion of the topics is focused, and you can be ready to apply them to the development of an evaluation proposal of a real-world program. The evaluation of the proposal will start on Week 3 and it will become the final paper.
Terms: Sum | Units: 2-3

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. To learn about the design of digital tools for learning, we recommend taking this course together with EDUC 230, Learning Experience Design.
Terms: Aut | Units: 3

EDUC 288: Organizational Analysis

This is an introductory course in organizational behavior intended primarily for master's students, delivered in a blended format. The course is applicable to a wide range of organizational settings, but pays particular attention to studies of schools, universities, nonprofit organizations, and social movements. The course has three goals: to explore a variety of organizational contexts; to investigate different theoretical approaches that elucidate these contexts; and to provide students different ways of "seeing" and managing organizations.
Terms: Win | Units: 4

EDUC 302: Behavior Design: Clubhouse for Helping People with Good Habits & Behavior Change

Founded by Stanford students, Clubhouse is live-audio platform that is growing quickly. In this groundbreaking course we will explore how Clubhouse can help people create habits for health and happiness. You will learn the methods of Behavior Design and Tiny Habits, becoming a world-class expert in behavior change. Working in small teams, you'll apply your skills to help people around the world. Together we will discover what works best on Clubhouse. Along the way we will share our insights to inspire and guide a global community of change agents.
Terms: Spr | Units: 3
Instructors: Fogg, B. (PI)

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
Instructors: Carnoy, M. (PI)

EDUC 306D: World, Societal, and Educational Change: Comparative Perspectives (EDUC 136, SOC 231)

Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility, and equality; education, international organizations, and world culture.
Terms: Win | Units: 4-5
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