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Course Criteria
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3.00 Credits
America has developed one of the largest and most diverse systems of higher education in the world, with curricula that range from the study of Greek, Latin, and antiquity to the decorating of cakes. Despite this diffuseness, American higher education enjoys an enviable global reputation and each year the number of students from around the world applying to colleges and universities in the United States far surpasses the number of American students seeking to matriculate abroad. This course will examine the forces that shaped the development of American higher education from its origins to the present, and then focus on several salient issues (such as diversity, student misbehavior, academic freedom, and athletics) that vex and enrich modern institutions. Students will be required to conduct a field research project that analyzes a current issue and compares how two or more institutions have reacted. Prerequisite: Educational Studies 200 or juniors / seniors with permission of instructor. 1.00 units, Seminar
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3.00 Credits
How are children labeled (or mislabeled) as having learning and developmental disabilities, autism, or attention deficit disorder How have definitions and diagnoses of learning disorders changed over time How does the law seek to ensure the accommodation of the needs of individuals with learning disabilities Students will critically analyze current research on disorders, examine special education case law and advocacy, and explore issues through community learning placements and interviews with teachers and parents. Prerequisite: C- or better in Educational Studies 200 or Psychology 295 or permission of the instructor. 1.00 units, Seminar
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3.00 Credits
The anthropology of education has a rich history of investigating the links between culture, learning, and schooling. Anthropologists studying education have sought to illuminate learning and educational achievement as social processes and cultural products that cannot be understood apart from the socio-cultural contexts in which they occur. In this upper-level seminar, we will explore selected works in the anthropology of education, both classic and contemporary, in order to understand the unique contributions anthropology makes to the study of education, and in particular, the experience of minority groups in education. We will explore topics such as race, gender, and language in education and how they have been addressed by anthropologists. Students will have an opportunity to read critically a variety of detailed ethnographic and qualitative studies focusing on formal schooling and informal education in the United States and in other countries. Reviewing these studies, we will explore the central questions: What is a cultural analysis of schooling What unique insights does ethnography (anthropology's signature method) offer into key educational problems And finally, how can a cultural analysis of schooling inform efforts to create a more socially just educational system Prerequisite: A C- or better in Education 200 or Anthropology 201or permission of the instructor. 1.00 units, Seminar
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1.00 Credits
Investigation of the role of movement in the teaching/learning process. Selected readings on the philosophy of movement education as well as practical experience teaching creative movement in the public schools. Intended for students who are interested in teaching and have a background in dance, education, and/or psychology. Enrollment limited. 1.00 units, Lecture
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0.00 Credits
An investigation of the changing conception of childhood in America as reflected in a variety of textual and graphic materials for and about children. Prerequisite: For English majors, English 260. For English majors, this course satisfies the requirement of a course emphasizing cultural context or a course emphasizing literature after 1800. This course fulfills major requirements for English and American Studies majors; if there is room, others will be admitted. Prerequisite: For English majors, English 260 with a grade of C- or higher. 1.00 units, Lecture
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3.00 Credits
This seminar will explore theoretical, policy, and practical issues of teaching and learning. Who should teach in public schools, and what kind of preparation is necessary What type of curriculum should be taught, and how do different interest groups shape that decision How should we assess the quality of student learning Finally, how do debates on all of these questions influence the nature of teachers' work and classroom life For the community learning component, students will design, teach, and evaluate curricular units in cooperation with neighborhood schools and after school programs. Prerequisite: Educational Studies 200 or juniors / seniors with permission of instructor. 1.00 units, Seminar
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1.00 Credits
To fulfill the senior exercise requirement, students carry out an independent research project that builds upon acquired skills and evolving interests. The weekly seminar provides a thematic focus as well as a continuous forum for both support and critical feedback from peers, in preparation for a public presentation of the student's work at the end of the semester. Each year, the seminar will be organized around a broad theme in educational studies. This seminar open to senior Educational Studies majors only. 1.00 units, Seminar
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0.50 Credits
Submission of the special registration form, available in the Registrar's Office, and the approval of the instructor and director are required for enrollment. 0.50 units min / 1.00 units max, Independent Study
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1.00 Credits
No Course Description Available. 1.00 units, Lecture
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1.00 Credits
May be taken in continuation of Educational Studies 400 Senior Seminar, if the student has completed a project with a grade of B+ or better. Submission of the special registration form, available in the Registrar's Office, and the approval of the instructor and director are required for enrollment. 1.00 units, Independent Study
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