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221 - 230 of 253 results for: EDUC ; Currently searching offered courses. You can also include unoffered courses

EDUC 377B: Strategic Management of Nonprofits

(Same as STRAMGT 368). This course seeks to provide a survey of the strategic, governance, and management issues facing a wide range of nonprofit organizations and their executive and board leaders, in the era of venture philanthropy and social entrepreneurship. The students will also be introduced to core managerial issues uniquely defined by this sector such as development/fundraising, investment management, performance management and nonprofit finance. The course also provides an overview of the sector, including its history and economics. Cases involve a range of nonprofits, from smaller, social entrepreneurial to larger, more traditional organizations, including education, social service, environment, health care, religion, NGO's and performing arts. In exploring these issues, this course reinforces the frameworks and concepts of strategic management introduced in the core first year courses. In addition to case discussions, the course employs role plays, study group exercises and many outsider speakers.
Terms: Aut | Units: 4 | Grading: Letter (ABCD/NP)
Instructors: Meehan, B. (PI)

EDUC 377C: Strategic Philanthropy

(Also GSBGEN 381). Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy ( GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $300 billion in the year 2012. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social change. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, knowledge management, policy change, and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.
Terms: Aut | Units: 3 | Grading: Letter (ABCD/NP)

EDUC 377E: Improving and Measuring Social Impact

(Also GSBGEN 322). This course focuses on strategy and actionable measurement in government, non-profit organizations, market-based social enterprises, philanthropy, and impact investing. ¿Actionable¿ means that measurement is used by managers, investors, and other stakeholders in improving outcomes. The course explores the intersection of several ideas that seem to be in some tension with each other. (1) ¿In preparing for battle I have always found that plans are useless, but planning is indispensable.¿ (Dwight D. Eisenhower), (2) You can¿t manage what you can¿t measure, (3) Measurement is expensive and its results are often ignored, (4) ¿Not everything that counts can be counted and not everything that can be counted counts¿ (apocryphally attributed to Einstein), (5) ¿The more any quantitative social indicator is used for decision making, the more subject it will be to corruption pressures and the more apt it will be to distort and corrupt the social processes it is intended to monitor.¿ (Campbell¿s Law). Specifically, the course will include: strategic planning, logic models, theories of change, monitoring, and evaluation; measuring the social impact of governments, non-governmental organizations, and market-based social enterprises, and asking how philanthropists and impact investors can assess their own impact; impact investing, performance contracting, and social impact bonds; and techniques for improving the behavior and accountability of individuals and organizations. These issues will be addressed mainly through business school case studies, which place the students in the position of CEOs, managers, and investors called upon to make major decisions. WARNING: The course has a fair amount of reading - not more than is common in undergraduate and graduate courses, but more than is typical for MBA courses in the GSB.
Terms: Aut | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Brest, P. (PI)

EDUC 380: Supervised Internship

Terms: Aut, Win, Spr, Sum | Units: 1-15 | Repeatable for credit | Grading: Letter or Credit/No Credit
Instructors: Alim, H. (PI) ; Alvarado, A. (PI) ; Antonio, A. (PI) ; Ardoin, N. (PI) ; Atkin, J. (PI) ; Aukerman, M. (PI) ; Ball, A. (PI) ; Barron, B. (PI) ; Bettinger, E. (PI) ; Blikstein, P. (PI) ; Booker, A. (PI) ; Borko, H. (PI) ; Brazer, S. (PI) ; Brest, P. (PI) ; Bridges, E. (PI) ; Brown, B. (PI) ; Brown, N. (PI) ; Bryk, T. (PI) ; Calfee, R. (PI) ; Callan, E. (PI) ; Carnoy, M. (PI) ; Carter, P. (PI) ; Cohen, G. (PI) ; Cuban, L. (PI) ; Damon, W. (PI) ; Darling-Hammond, L. (PI) ; Davis, S. (PI) ; Ehrlich, T. (PI) ; Eisner, E. (PI) ; Fogg, B. (PI) ; Forssell, K. (PI) ; Gage, N. (PI) ; Goldenberg, C. (PI) ; Goldman, S. (PI) ; Gordon, L. (PI) ; Greeno, J. (PI) ; Grossman, P. (PI) ; Gumport, P. (PI) ; Haertel, E. (PI) ; Hakuta, K. (PI) ; Hanushek, E. (PI) ; Heath, S. (PI) ; Hoagland, G. (PI) ; Juel, C. (PI) ; Kamil, M. (PI) ; Kelman, A. (PI) ; Kennedy, D. (PI) ; Kim, P. (PI) ; Kirst, M. (PI) ; Koski, W. (PI) ; Krumboltz, J. (PI) ; LaFromboise, T. (PI) ; Labaree, D. (PI) ; Levin, H. (PI) ; Lit, I. (PI) ; Loeb, S. (PI) ; Lotan, R. (PI) ; Lythcott, J. (PI) ; March, J. (PI) ; Martinez, A. (PI) ; Massy, W. (PI) ; McDermott, R. (PI) ; McFarland, D. (PI) ; McLaughlin, M. (PI) ; Mendoza-Newman, M. (PI) ; Meyerson, D. (PI) ; Murata, A. (PI) ; Nasir, N. (PI) ; Noddings, N. (PI) ; O'Hara, S. (PI) ; Obradovic, J. (PI) ; Olkin, I. (PI) ; Osborne, J. (PI) ; Padilla, A. (PI) ; Pea, R. (PI) ; Perez-Granados, D. (PI) ; Phillips, D. (PI) ; Pope, D. (PI) ; Porteus, A. (PI) ; Post, L. (PI) ; Powell, W. (PI) ; Ramirez, F. (PI) ; Reich, R. (PI) ; Rickford, J. (PI) ; Rogosa, D. (PI) ; Rohlen, T. (PI) ; Salinas, N. (PI) ; Schwartz, D. (PI) ; Shavelson, R. (PI) ; Shulman, L. (PI) ; Simms, W. (PI) ; Spindler, G. (PI) ; Staklis, S. (PI) ; Stevens, M. (PI) ; Stipek, D. (PI) ; Stout, F. (PI) ; Strober, M. (PI) ; Suarez, D. (PI) ; Thoresen, C. (PI) ; Tyack, D. (PI) ; Valdes, G. (PI) ; Walker, D. (PI) ; Weiler, H. (PI) ; Williamson, J. (PI) ; Willinsky, J. (PI) ; Wineburg, S. (PI) ; Wotipka, C. (PI) ; reardon, s. (PI)

EDUC 385: Language, Race, and Urban Schools (CSRE 385)

This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. As we examine relevant literature from the fields of sociolinguistics and linguistic anthropology, we will devote significant attention to considering implications for teaching and learning in urban classrooms. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse.
Terms: Win | Units: 3-4 | Grading: Letter or Credit/No Credit

EDUC 386: Leadership and Administration in Higher Education

Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.
Terms: Spr | Units: 2 | Grading: Letter or Credit/No Credit

EDUC 387: Workshop: Comparative Studies of Educational and Political Systems (SOC 311A)

Analysis of quantitative and longitudinal data on national educational systems and political structures. May be repeated for credit. Prerequisite: consent of instructor.
Terms: Aut, Win, Spr | Units: 1-5 | Repeatable for credit | Grading: Letter or Credit/No Credit

EDUC 388A: Language Policies and Practices

For STEP teacher candidates seeking to meet requirements for the English Learner Authorization on their preliminary credential. Historical, political, and legal foundations of education programs for English learners. Theories of second language learning, and research on the effectiveness of bilingual education. Theory-based methods to facilitate and measure English learners' growth in language and literacy acquisition, and create environments which promote English language development and content area learning through specially designed academic instruction in English. (STEP)
Terms: Win | Units: 2 | Grading: Letter (ABCD/NP)

EDUC 388F: Introduction to Academic Language

This course will provide opportunities for pre-service teachers to begin to develop an understanding of language uses, forms, and mechanics through application of a functional approach to academic language. By exploring language structures (phonology, morphology, syntax, semantics) as well as lanauge-in-use (pragmatics and discourse), teacher candidates will be able to better recognize linguistic demands and challenges of students in the classroom.
Terms: Aut | Units: 1 | Grading: Letter (ABCD/NP)

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: Spr | Units: 3 | Grading: Letter or Credit/No Credit
Instructors: Thille, C. (PI)
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