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101 - 110 of 290 results for: VPGE::* ; Currently searching offered courses. You can also include unoffered courses

EDUC 252L: Introduction to Test Theory - Lab

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

EDUC 255: Mission and Money in Education

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
Instructors: Cox, G. (PI)

EDUC 260A: Applications of Causal Inference Methods (EPI 239, STATS 209B)

See http://rogosateaching.com/stat209/. Application of potential outcomes formulation for causal inference to research settings including: mediation, compliance adjustments, time-1 time-2 designs, encouragement designs, heterogeneous treatment effects, aggregated data, instrumental variables, analysis of covariance regression adjustments, and implementations of matching methods. Prerequisite: an introduction to causal inference methods such as STATS209. (Formerly HRP 239)
Terms: Win | Units: 2

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

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: Spr | Units: 2-3

EDUC 280: Learning & Teaching of Science (ENGR 295, MED 270, PHYSICS 295, VPTL 280)

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.
Terms: Spr | Units: 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
Instructors: Forssell, K. (PI)

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
Instructors: Powell, W. (PI)

EDUC 298: Seminar on Teaching Introductory Computer Science (CS 298)

Faculty, undergraduates, and graduate students interested in teaching discuss topics raised by teaching computer science at the introductory level. Prerequisite: consent of instructor.
Terms: Spr | Units: 1
Instructors: Gregg, C. (PI)
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