EDUC 134: Career and Personal Counseling (EDUC 234, PSYCH 192)
Theories and methods for helping people create more satisfying lives for themselves. Simulated counseling experiences.
Terms: not given this year
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Units: 3
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Grading: Letter or Credit/No Credit
EDUC 135: Designing Research-Based Interventions to Solve Global Health Problems (AFRICAST 135, AFRICAST 235, EDUC 335, HRP 235, HUMBIO 26, MED 235)
The excitement around social innovation and entrepreneurship has spawned numerous startups focused on tackling world problems, particularly in the fields of education and health. The best social ventures are launched with careful consideration paid to research, design, and efficacy. This course offers students insights into understanding how to effectively develop, evaluate, and scale social ventures. Using TeachAIDS (an award-winning nonprofit educational technology social venture used in 78 countries) as a primary case study, students will be given an in-depth look into how the entity was founded and scaled globally. Guest speakers will include world-class experts and entrepreneurs in Philanthropy, Medicine, Communications, Education, and Technology. Open to both undergraduate and graduate students.
Terms: Spr
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Units: 3-4
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Grading: Medical Option (Med-Ltr-CR/NC)
EDUC 136: World, Societal, and Educational Change: Comparative Perspectives (EDUC 306D, 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
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Units: 4-5
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UG Reqs: GER:DB-SocSci
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Grading: Letter or Credit/No Credit
EDUC 136B: Curricular Public Policies for the Recognition of Afro-Brazilians and Indigenous Population (AFRICAAM 126B, CSRE 126B, EDUC 236B, PUBLPOL 126B)
Recently two laws in Brazil (10639/2003 and 13465/2008), which came about due to intense pressure from Black and Indigenous social movements throughout the 20th century, have introduced changes in public education curriculum policies. These new curriculum policies mandate that the study of Afro-Brazilian, African, and Indigenous histories and cultures must be taught at all educational levels including at the elementary, secondary, and post-secondary levels. As part of this mandate, educators are now directed to incorporate considerations of ethnic-racial diversity in relation to people's thinking and experiences. These policies aim to fight racism as well as other forms of discrimination, and moreover, encourage the building of more equitable pedagogies. This course will discuss past and current policies and practices in Brazilian education from the point of view of different social projects organized by Indigenous Peoples, Afro-Brazilians, Asian-Brazilians, as well as Euro-Brazilians. It will also focus on Latin American efforts to promote equity in education, as well as to articulate different points of view, and reinforce and build epistemologies that support the decolonization of thinking, behaviors, research and policies. As part of this process, the course will study the experiences of people demanding these new public policies in terms of the extent to which they were able to influence institutional structures and to establish particular policy reforms. The course will also analyze theoretical frameworks employed by opponents of these movements to resist policies that might challenge their privileged place in society. In doing this, the course will offer theoretical and methodological avenues to promote research that can counter hegemonic curricular policies and pedagogical practices. The course will be fully participatory and oriented towards generating ongoing conversations and discussion about the various issues that arose in Brazil in relation to these two recent laws. To meet these goals, we will do a close reading of relevant scholarly works, paying particular attention to their theoretical frameworks, research designs, and findings.
Terms: not given this year
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Units: 3-4
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Grading: Letter or Credit/No Credit
EDUC 139: Educating Young STEM Thinkers (EDUC 239, ME 139, ME 231)
The course introduces students to the design thinking process, the national conversations about the future of STEM careers, and opportunities to work with middle school students and K-12 teachers in STEM-based after-school activities and intercession camps. The course is both theory and practice focused. The purpose is twofold; to provide reflection and mentoring opportunities for students to learn about pathways to STEM careers and to introduce mentoring opportunities with young STEM thinkers.
Terms: Win, Spr
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Units: 3-5
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Repeatable for credit
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Grading: Letter or Credit/No Credit
EDUC 140: Honors Research
Provides opportunity for research in pursuit of senior honors theses.
Terms: Aut, Win, Spr, Sum
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Units: 1-5
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Repeatable for credit
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Grading: Letter or Credit/No Credit
Instructors:
Alim, H. (PI)
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Antonio, A. (PI)
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Ardoin, N. (PI)
;
Aukerman, M. (PI)
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more instructors for EDUC 140 »
Instructors:
Alim, H. (PI)
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Antonio, A. (PI)
;
Ardoin, N. (PI)
;
Aukerman, M. (PI)
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Ball, A. (PI)
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Barr, D. (PI)
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Barron, B. (PI)
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Bettinger, E. (PI)
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Blikstein, P. (PI)
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Borko, H. (PI)
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Brown, B. (PI)
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Callan, E. (PI)
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Carnoy, M. (PI)
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Carter, P. (PI)
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Cohen, G. (PI)
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Damon, W. (PI)
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Darling-Hammond, L. (PI)
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Ehrlich, T. (PI)
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Goldenberg, C. (PI)
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Goldman, S. (PI)
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Gordon, L. (PI)
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Grossman, P. (PI)
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Gumport, P. (PI)
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Haertel, E. (PI)
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Hakuta, K. (PI)
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Juel, C. (PI)
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Kelman, A. (PI)
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Krumboltz, J. (PI)
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LaFromboise, T. (PI)
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Labaree, D. (PI)
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Langer-Osuna, J. (PI)
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Lit, I. (PI)
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Loeb, S. (PI)
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Lotan, R. (PI)
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Martinez, R. (PI)
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McDermott, R. (PI)
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McFarland, D. (PI)
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Meyerson, D. (PI)
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Murata, A. (PI)
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O'Hara, S. (PI)
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Obradovic, J. (PI)
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Osborne, J. (PI)
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Padilla, A. (PI)
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Pea, R. (PI)
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Ramirez, F. (PI)
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Rogosa, D. (PI)
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Schwartz, D. (PI)
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Shulman, L. (PI)
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Stevens, M. (PI)
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Stipek, D. (PI)
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Valdes, G. (PI)
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Willinsky, J. (PI)
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Wineburg, S. (PI)
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Wotipka, C. (PI)
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reardon, s. (PI)
EDUC 145: Writing Across Languages and Cultures: Research in Writing and Writing Instruction (CSRE 243, EDUC 243)
Theoretical perspectives that have dominated the literature on writing research. Reports, articles, and chapters on writing research, theory, and instruction; current and historical perspectives in writing research and research findings relating to teaching and learning in this area.
Terms: not given this year
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Units: 3-5
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UG Reqs: WAY-ED
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Grading: Letter or Credit/No Credit
EDUC 146: Perspectives on the Education of Linguistic Minorities
Social, political, linguistic, and pedagogical issues associated with educating students who do not speak the language or language variety of the majority society. Focus is on the U.S.; attention to minorities elsewhere. American attitudes toward linguistic and racial minorities. Educational problems of linguistically different children and non-English- or limited-English-speaking children. Approaches to solving problems.
Terms: not given this year
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Units: 3-4
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Grading: Letter (ABCD/NP)
EDUC 148: Critical Perspectives on Teaching and Tutoring English Language Learners
Theoretical foundation for volunteer tutors of English language learners in urban environments working with children in school-based programs or adults in community-based settings.
Terms: not given this year
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Units: 3
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Grading: Letter or Credit/No Credit
EDUC 149: Theory and Issues in the Study of Bilingualism (EDUC 249)
Sociolinguistic perspective. Emphasis is on typologies of bilingualism, the acquisition of bilingual ability, description and measurement, and the nature of societal bilingualism. Prepares students to work with bilingual students and their families and to carry out research in bilingual settings.
Terms: Aut
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Units: 3-5
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UG Reqs: WAY-ED, WAY-SI
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Grading: Letter or Credit/No Credit
Instructors:
Valdes, G. (PI)
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