| HSED-UE 1010 |
The goal of this course is to examine the evolution of American professions with a focus on the persistent impact of cultural issues on practice. We will consider initial professional development & membership, how their work came to be organized in the fields of education & health care, & examine sound & flawed decisions that reverberate today.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 1400 |
The goal of this course is to examine the evolution of American professions with a focus on the persistent impact of cultural issues on practice. We will consider initial professional development & membership, how their work came to be organized in the fields of education & health care, & examine sound & flawed decisions that reverberate today.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| APSTA-GE 2997 |
This course is a second year course in advanced statistical techniques that covers useful quantitative tools in health & policy research. Assuming a strong foundation in regression & the general linear model, this course focuses on data analysis that utilizes models for categorical, discrete or limited outcomes that are commonly seen in health & policy studies. Examples include health status, number of clinic visits, etc. In this course students will also learn the principles of likelihood-based inference, which will assist them in some of the more advanced statistics courses offered through the IDRS program.
|
20 |
2 |
| APSTA-GE 2043 |
This is a practicum course on models for nested multi-level data. This course is a natural sequel to E10.2042 Multi-Level Modeling Nested Data. Building on the theory & examples developed in that course, students will participate in a guided, larger research project that employs multi-level nested data models. Students will meet in groups with the instructor in a lab setting to fit, evaluate & describe these models. The final project for the course will consist of a ?results & discussion? section, journal article quality write-up.
|
10 |
1 |
| APSTA-GE 2045 |
This is a practicum course on models for nested multi-level data. This course is a natural sequel to APSTA-GE 2042 Multi-Level Modeling Nested Data. Building on the theory & examples developed in that course, students will participate in a guided, larger research project that employs multi-level nested data models. Students will meet in groups with the instructor in a lab setting to fit, evaluate & describe these models. The final project for the course will consist of a “results & discussion” section, journal article quality write-up.
|
10 |
1 |
| APSTA-GE 2004 |
This course is designed to meet the data analytic needs of the doctoral students whose dissertation relies on the analysis of quantitative data. Procedures important to the data analyst are covered including data entry & definition, treating missing data, detecting outliers, & transforming distributions. First term topics include multiple regression, analysis of covariance, repeated measures analysis of variance, & multivariate analysis of variance & covariance. Second term topics emphasize categorical data analysis, odds, rations, standardization, log linear models, logistic regression. Other topics include multinominal logistic models, survival analysis, principle components, & factor analysis. The approach is conceptual with heavy reliance on computer software packages. Appropriate for doctoral students desiring specialized knowledge beyond the introductory sequence
|
45 |
2 |
| APSTA-GE 2320 |
This ?umbrella? course provides modules of specialized topics in advanced quantitative methodology that are understood to be essential for graduate training in the social, behavioral, allied health & policy sciences. Module topics include analysis of complex surveys, causal inference, classification & clustering, factor analysis & latent variables, missing data, sampling, multi-level modeling, & spatial data analysis.
|
10 per pnt |
1-4 (var) |
| RESCH-GE 2137 |
Problems in defining, explaining, & evaluating art. Research techniques of philosophical & experimental aesthetics. The logic of justifying judgments & measuring preferences. Modes of aesthetic inquiry as educational models. Educational aesthetics as a field of inquiry.
|
30 |
3 |
| HSED-UE 1034 |
The long decade of the 1960s feels both decisively over & continually present. We live still with the political & social movements it spawned, with its music, with the intractable social & political issues it raised & with the powerful nostalgia it generated even while it was still in progress. It remains a touchstone for condemnation as well as emulation. The Occupy Wall Street Movement, for example, drew on the repertoire of protest generated by the student movement of the 1960s (which itself drew on the example of the militant labor movement of the 1930s). & critics of the occupation denounced its activists as dirty hippies & ’60s wannabes. The first task of the course will be to determine what, exactly, we mean by “the sixties.” What was the relationship between the counterculture & the New Left? Between the civil rights movement & the antiwar movement? Between an emergent women's movement & both? Between these mass protest movements & US domestic & foreign policy? Our second task will be to figure out why the decade continues to matter & in what ways. How, for example, are we to assess the legacy of the 1960s peace movement – its long term impact – given the record of the first decade & a half of the 21st century? Our readings will mix primary documents & latter day reflections upon them by participants and historians after the dance was over.
|
60 |
4 |
| EDST-UE 0060 |
Through the lenses of power, resistance, & identity, this course provides an introduction to American social movements from the 1950s to the present. Drawing from history, sociology, & politics, it examines a range of social movements, including: civil rights and Black Power, second & third wave feminism, gay & lesbian liberation & LGBT movements, & Right-wing mobilization. The course also examines the question of how social activism on both the political Left & Right has changed over the past fifty years.
|
60 |
4 |
| SOED-UE 0020 |
Through the lenses of power, resistance, & identity, this course provides an introduction to American social movements from the 1950s to the present. Drawing from history, sociology, & politics, it examines a range of social movements, including: civil rights and Black Power, second & third wave feminism, gay & lesbian liberation & LGBT movements, & Right-wing mobilization. The course also examines the question of how social activism on both the political Left & Right has changed over the past fifty years.
|
60 |
4 |
| SOED-UE 1002 |
Study of Basic Sociological concepts such as status, rule, & bureaucracy as they apply to the institution of education. Examination of current perspectives & research findings about the social aspects of the learning process.
|
45 |
3 |
| EDST-UE 1600 |
Study of Basic Sociological concepts such as status, rule, & bureaucracy as they apply to the institution of education. Examination of current perspectives & research findings about the social aspects of the learning process.
|
45 |
3 |
| APSTA-GE 2015 |
Spatial data arise when information is collected on units that reside in different locations. Common examples include geology, criminology & epidemiology, where the goal may be to identify patterning or clusters (‘hot spots’) in the outcomes across the terrain being examined. In the social sciences, a similar set of questions & techniques are required, for example in studies of homelessness, poverty, environmental justice, & education. However, spatial data present a novel set of exploratory & modeling challenges, given the unique way in which outcomes are related (correlated) with each other through proximity. This course is an overview of the methods needed to analyze data for which it is suspected that the spatial component plays an important role.
|
20 |
2 |
| APSTA-GE 2110 |
This course provides hands-on experience applying estimation techniques used by social & behavioral scientists to large longitudinal education databases. Students begin with descriptive statistics & correlations, estimate OLS regression models, & then move onto indicator variable, common functional forms, & estimation of fixed effect models, random effects models & regression discontinuity designs. In addition, students will use STATA for estimation & become familiar with the national datasets. After this course students will be able to use large datasets with modern statistical software & will be prepared for an independent project in their capstone class.
|
40 |
4 |
| RESCH-GE 2140 |
The purposes of this doctoral inquiry course are to: (a) examine the nature, purposes, theories & methods of qualitative research; (b) introduce several approaches to inquiry, including: ethnography, case study, phenomenology, grounding theory, & narrative inquiry to name a few; (c) practice the art of interviewing, observing, & making meaning of social settings; (d) explore a variety of methods for analyzing qualitative data such as thematic analysis, narrative analysis, & discourse analysis to name a few, &; (e) learn how to assess the quality & trustworthiness of interpretive research.
|
45 |
3 |
| INTE-GE 2009 |
An examination of study abroad programs in colleges & universities, including the history & current state of exchange programs in higher education. Focus is on the assessment of study abroad needs for particular institutions, the use of advertising & marketing to promote study abroad programs, the preparation of students who go abroad, & a knowledge of the skills needed to prepare for the study abroad job market.
|
15 |
1 |
| SOED-UE 1030 |
A broad introduction to the political & spatial dynamics of artistic-production in twentieth- & twenty-first centuries. Artists are viewed as makers of culture but also of urban character & geography - essential components in the elaborate divisions of labor which create the global metropolis. Readings & lectures draw from a range of historical periods, geographic locations, & artistic genres.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 1610 |
A broad introduction to the political & spatial dynamics of artistic-production in twentieth- & twenty-first centuries. Artists are viewed as makers of culture but also of urban character & geography - essential components in the elaborate divisions of labor which create the global metropolis. Readings & lectures draw from a range of historical periods, geographic locations, & artist genres.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| INTE-UE 0012 |
This introductory course guides students in the study of education across eras, cultures, & national boundaries from an accessible political philosophical perspective. This exploration is framed through analysis of the titular concepts, linking them to recurring political narratives & identifying how each has defined large- & small-scale educational ideals & experiences around the world. Though theoretical in focus, we will examine historical & contemporary educational projects, highlighting our core concepts through discussions of liberal education, indoctrination/propaganda, democracy, & educational rights across the globe.
|
45 |
3 |
| EDST-UE 0034 |
This introductory course guides students in the study of education across eras, cultures, & national boundaries from an accessible political philosophical perspective. This exploration is framed through analysis of the titular concepts, linking them to recurring political narratives & identifying how each has defined large- & small-scale educational ideals & experiences around the world. Though theoretical in focus, we will examine historical & contemporary educational projects, highlighting our core concepts through discussions of liberal education, indoctrination/propaganda, democracy, & educational rights across the globe.
|
45 |
3 |
| APSTA-UE 1085 |
This introductory two-semester course is designed to prepare undergraduate- & masters-level students to use statistics for data analysis. The course make use of SPSS for Windows, a statistical computer software package for the social sciences. The first semester serves as a foundation for the second, covering methods for displaying & describing data. Topics include frequency distributions & their graphical representations, percentiles, measures of central tendency & dispersion, correlation, & simple regression.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Quantitative Reasoning
|
60 |
4 |
| APSTA-GE 2085 |
This introductory two-semester course is designed to prepare undergraduate- & master’s-level students to use statistics for data analysis. The course make use of SPSS for Windows, a statistical computer software package for the social sciences. The first semester serves as a foundation for the second, covering methods for displaying & describing data. Topics include frequency distributions & their graphical representations, percentiles, measures of central tendency & dispersion, correlation, & simple regression.
|
45 |
3 |
| APSTA-UE 1086 |
The second semester builds on the foundation of the first & covers particular methods of statistical inference that rely on the normal t, F, & chi-square distributions to test hypotheses about means, variances, correlations, & proportions.
|
45 |
3 |
| APSTA-GE 2086 |
The second semester builds on the foundation of the first & covers particular methods of statistical inference that rely on the normal t, F, & chi-square distributions to test hypotheses about means, variances, correlations, & proportions.
|
45 |
3 |
| INTE-UE 1011 |
Since the turn of the millennium, education philanthropy has been undergoing a major transition, as a new generation of donors has emerged. The most prominent giver is the Bill & Melinda Gates Foundation. But the philanthropists who have preceded or followed often arrived armed with controversial ideas about education. What role does philanthropy play in education? What are the challenges facing foundations that want to contribute to education? This course examines the world of educational philanthropy, locally & globally, & addresses the issues of education philanthropy that will be of interest to anyone concerned with the present & future state of education.
|
60 |
4 |
| EDST-UE 1304 |
Since the turn of the millennium, education philanthropy has been undergoing a major transition, as a new generation of donors has emerged. The most prominent giver is the Bill & Melinda Gates Foundation. But the philanthropists who have preceded or followed often arrived armed with controversial ideas about education. What role does philanthropy play in education? What are the challenges facing foundations that want to contribute to education? This course examines the world of educational philanthropy, locally & globally, & addresses the issues of education philanthropy that will be of interest to anyone concerned with the present & future state of education.
|
60 |
4 |
| APSTA-GE 2995 |
This course in intended for consumers of statistics in the biological, medical, & public health fields. It is the first of a two-course sequence. Measurement, frequency distribution, ranks & percentiles, measures of location & variation, rates & ratios. Analysis with correlation, regression, confidence intervals, tests of significance. Introduction to experimental design. Use of SPSS to perform analysis. Illustrations & examples from the health professions.
|
30 |
3 |
| APSTA-GE 2996 |
This course in intended for consumers of statistics in the biological, medical, & public health fields. It is the second of a two-course sequence. Categorical analysis: odds rations, relative risk, diagnostic test statistics. Measures used in epidemiology. Analysis of variance. Non-parametric & permutation tests. Introduction to survival analysis. Common experimental designs. Use of SPSS to perform analysis. Illustrations & examples from the health professions
|
30 |
3 |
| EJST-GE 2008 |
A yearlong course sequence enable students in the M.A. Program in Education & Jewish Studies to launch & complete their capstone project. The capstone project - designed in collaboration with a school or an agency in the field of Jewish education - allows students to apply their learning to a real life challenge in the field, & to address a need identified by the institution. The course also instructs students in the design & implementation of education in the major fields of Jewish studies, thus facilitating student entry into the field.
|
20 |
2 |
| EJST-GE 2009 |
A yearlong course sequence enable students in the M.A. Program in Education & Jewish Studies to launch & complete their capstone project. The capstone project - designed in collaboration with a school or an agency in the field of Jewish education - allows students to apply their learning to a real life challenge in the field, & to address a need identified by the institution. The course also instructs students in the design & implementation of education in the major fields of Jewish studies, thus facilitating student entry into the field.
|
20 |
2 |
| EDPLY-GE 2050 |
Students will work in teams to design & perform a research study developed with a concern for data availability, importance of problem, & ability to ascertain causal relationships. Projects will be designed & written for a particular ?clientele? in the policy community. Emphasis will be placed on the appropriate use of the data set, the methodology, & documenting the research in a written form that will be understood by & useful for the intended audience. The development of effective & efficient teams that utilize & build upon the experience, skills & interests of team members is an integral part of the successful completion of the course.
|
40 |
4 |
| RESCH-GE 2141 |
Conceptual & methodological activities build on & extend those begun during the previous semester in E10.2140. Strengthening fieldwork skills. Second half of the fieldwork project to be completed with an emphasis placed on emergent, complex data analyses. Various ways of writing up results for presentation in dissertations & other publishable forms are examined. Guidelines for qualitative, field-based dissertation proposals are reviewed.
|
45 |
3 |
| APSTA-GE 2012 |
Course provides students with a basic knowledge of both how to perform analyses & critique the use of some more advanced statistical methods useful in answering policy questions. While randomized experiments will be discussed, the primary focus will be the challenge of answering causal questions using data that do not meet such standards. Several approaches for observational data including propensity score methods, instrumental variables, difference in differences, fixed effects models & regression discontinuity designs will be discussed. Examples from real public policy studies will be used to illustrate key ideas & methods.
|
30 |
3 |
| INTE-GE 2415 |
Focus on the seminal influences of Chinese civilization. Manifestations of cultural views of the societies are examined as they are reflected in religion, philosophy, social organization, art forms, values, & sense of history. Case studies in cultural behavior in economics, politics, & foreign policy & education are analyzed.
|
30 |
3 |
| INTE-GE 2413 |
Focus on the seminal influences of Indian civilization. Manifestations of cultural views of the societies are examined as they are reflected in religion, philosophy, social organization, art forms, values, & sense of past. Case studies in politics, foreign policy, education, & institution building are analyzed.
|
30 |
3 |
| SOED-GE 3030 |
Examines major figures in social thought from the 17th to the 20th century. The course includes readings from the traditional canon - Hobbes, Locke, Rousseau, Marx, Weber, Durkheim, Simmel & Parsons - as well as critics of the canon from black & female writers. Major themes include the legacy of the enlightenment, increased differentiation between social, political & economic spheres, diverse theories of historical change, & how these authors have shaped contemporary theoretical & methodological approaches to contemporary analysis.
|
30 |
3 |
| APSTA-GE 2011 |
Classification & clustering are important statistical techniques commonly applied in many social & behavioral science research problems. Both seek to understand social phenomena through the identification of naturally occurring homogeneous groupings within a population. Classification techniques are used to sort new observations into preexisting or know groupings while clustering techniques sort the population under study into groupings based on their observed characteristics. Both help to reveal hidden structure that may be used in further analysis. This course will compare & contrast these techniques, including many of their variations, with an emphasis on applications.
|
20 |
2 |
| HMSS-GE 2701 |
A multidisciplinary seminar the course will investigate themes of belonging & estrangement in the context of immigration, poverty, gender, & minority status. The course will consider issues of inequality as it is influenced by globalization, immigration & social diversity, & how these dynamics play out in the realm of higher education & the job market.
|
30 |
3 |
| INTE-UE 1028 |
Explores the politics of civil conflict, peace-building, & the role of education in promising violence or peace. Explores the role of external actors (international organizations, bilateral donors, non governmental organizations), local actors (civil society associations, nationalist & ideological state factions), & their influence on education systems during was & emerging peace. Readings & discussion will focus on humanitarian action, human rights & development, nationalism & ethnic conflict, the political economy of post-conflict education, & the politics of promoting education in early reconstruction & peace-building. Case studies will include Afghanistan, Colombia, Sierra Leone, Pakistan, & West Bank/Gaze, but students will be encouraged to explore cases of their choosing.
|
60 |
4 |
| INTE-GE 2028 |
Explores the politics of civil conflict, peace-building, & the role of education in promising violence or peace. Explores the role of external actors (international organizations, bilateral donors, non governmental organizations), local actors (civil society associations, nationalist & ideological state factions), & their influence on education systems during was & emerging peace. Readings & discussion will focus on humanitarian action, human rights & development, nationalism & ethnic conflict, the political economy of post-conflict education, & the politics of promoting education in early reconstruction & peace-building. Case studies will include Afghanistan, Colombia, Sierra Leone, Pakistan, & West Bank/Gaze, but students will be encouraged to explore cases of their choosing.
|
30 |
3 |
| EDST-UE 1300 |
Explores the politics of civil conflict, peace-building, & the role of education in promising violence or peace. Explores the role of external actors (international organizations, bilateral donors, non governmental organizations), local actors (civil society associations, nationalist & ideological state factions), & their influence on education systems during was & emerging peace. Readings & discussion will focus on humanitarian action, human rights & development, nationalism & ethnic conflict, the political economy of post-conflict education, & the politics of promoting education in early reconstruction & peace-building. Case studies will include Afghanistan, Colombia, Sierra Leone, Pakistan, & West Bank/Gaze, but students will be encouraged to explore cases of their choosing.
|
60 |
4 |
| APSTA-GE 2094 |
Course provides students with the software skills & theoretical knowledge required to apply structural equation modeling (SEM). First, we review of multiple regression & basic concepts from matrix algebra. Next, path analysis & factor are developed leading to more advanced topics, including how to translate theory into models, strategies for dealing with poor fitting specifications, categorical data, & issues in multi group analysis. The latter component focuses on data application of SEM, including a final project. Example material will be drawn from education & psychology.
|
45 |
3 |
| INTE-GE 2173 |
Examination of the movement toward defensive strategies & the stabilization of military competition in Europe & the Third World. Focus is on citizen education, understanding & involvement in decisions concerning possible shifts to defensive strategies, & their impact on policies to lessen military confrontation.
|
30 |
3 |
| INTE-GE 3097 |
A culminating & integrating experience designed to provide doctoral students writing their dissertations the opportunity to discuss & probe the broader aspects of international development education, global & cross-cultural education, & public diplomacy.
|
30 |
3 |
| INTE-GE 3098 |
A culminating & integrating experience designed to provide doctoral students writing their dissertations the opportunity to discuss & probe the broader aspects of international development education, global & cross-cultural education, & public diplomacy.
|
30 |
3 |
| HSED-UE 1031 |
Part of the core sequence for teacher educators, this course helps teachers acquire the critical skills of reflective practitioners. Through a critical analysis of the educational ideas of Plato, Rousseau, & Dewey, students learn how to identify assumptions, analyze arguments, & assess evidence. Includes critical discussions of the role of the teacher & what?s worth knowing & how teachers? understandings of the complex communities in which they teach can be used to promote student learning.
|
45 |
3 |
| EDST-UE 1406 |
Part of the core sequence for teacher educators, this course helps teachers acquire the critical skills of reflective practitioners. Through a critical analysis of the educational ideas of Plato, Rousseau, & Dewey, students learn how to identify assumptions, analyze arguments, & assess evidence. Includes critical discussions of the role of the teacher & what’s worth knowing and how teachers’ understandings of the complex communities in which they teach can be used to promote student learning.
|
45 |
3 |
| SOED-GE 2055 |
This course will introduce students to basic research on the psychocultural study of human development. It is designed to provide an overview of conceptual & empirical work on the psychocultural study of childhood & adolescence, the cultural patterning of interpersonal relationships including family life, peer groups, & schooling in plural societies. We will be examing basic research privileging comparative & interdisciplinary approaches with an emphasis on psychocultural levels of analysis. Topics of concern shall include theoretical work socialization, identity, immigration, transnationalism, globalization, & transculturation as it related to youth, families & communities, the psychocultural study of race & ethnicity, & the interdisciplinary study of social violence & trauma in comparative perspective.
|
30 |
3 |
| INTE-UE 8013 |
Internationally, communities approach the idea of human rights (HR) though many histories, traditions, & values. This course studies those differences & returns to the foundational questions of contemporary HR, asking: “what do we owe one another & how do we express & share those values & obligations?” Through this course students shall: 1) become more familiar with the history of HR & associated educational projects, 2) gain familiarity with the theoretical foundations of the same, & 3) become adept in the use of both as tools in the service of wider international & domestic educational goals.
|
60 |
4 |
| PHED-UE 1013 |
A study of death in cultural & historical perspectives with particular attention to religious meaning & ritual. The care of those who are dying & rituals of bereavement. Ethical-religious issues concerning the dying.
|
60 |
4 |
| EDST-UE 1502 |
A study of death in cultural & historical perspectives with particular attention to religious meaning & ritual. The care of those who are dying & rituals of bereavement. Ethical-religious issues concerning the dying.
|
60 |
4 |
| HMSS-GE 3011 |
This seminar will introduce students to some of the central questions in history, the social sciences, the humanities, & the arts.
|
30 |
3 |
| HMSS-GE 3012 |
This seminar will introduce students to some of the central questions in history, the social sciences, the humanities, & the arts.
|
30 |
3 |
| RESCH-GE 3001 |
Course focuses on the development of the doctoral dissertation proposal. Emphasis is placed on understanding & defining the logical relations between elements in a proposal including the problem statement, conceptual/theoretical framework, literature review, research design & methodology. Teaching-learning strategies are designed to promote critical/analytical thinking & scholarly discourse.
|
10 per pnt |
3/6 (alt) |
| RESCH-GE 3005 |
A monthly workshop to enhance research skills, build support systems, & develop strategies for sustaining progress & completing the dissertation.
|
10 |
1 |
| DCADV-GE 3400 |
Registration for this course will entitle students to use the libraries & other research facilities; participate in University activities, & use the student health services & Coles/Palladium Sports Centers. Students may be given full-time equivalency if they are eligible. These credits will not count toward the student's total point requirement.
|
10 |
1 |
| HMSS-GE 3002 |
This seminar will allow students to read the seminal literature in their field of study & to engage with other students in extended discussion of the importance of critical reading of any & all texts.
|
30 |
3 |
| HMSS-GE 3003 |
This seminar will help to guide students as they develop a dissertation proposal.
|
30 |
3 |
| HMSS-GE 3004 |
Provides an opportunity to discuss progress & problems encountered in the writing of the dissertation. Students are expected to report on their research progress every semester & to offer constructive criticism to the other students in the group.
|
30 |
1 |
| HSED-GE 3006 |
An intensive study of the available sources pertaining to a specific problem, institution, individual, or movement in the history of education. For doctoral & other advanced candidates.
|
30 |
3 |
| HSED-GE 3007 |
An intensive study of the available sources pertaining to a specific problem, institution, individual, or movement in the history of education. For doctoral & other advanced candidates.
|
30 |
3 |
| RESCH-GE 2155 |
The analysis of policy issues in education using the tools of microeconomics. Particular attention will be paid to the empirical methods social scientists use to rigorously test the effects of education policies & to make predictions about the impact of future policy changes. Sample topics for discussion include: social resources & their impact on students? test scores & other life outcomes; the operation of teacher labor markets; school finance; the impact of major finance reforms on student outcomes & school behaviors.
|
42 |
3 |
| EDPLY-GE 2025 |
Using economic principles to analyze K-12 education, beginning with an examination of the demand for education, both by the private & the public sector. Consideration of the production & supply & cost of education. New ways of driving performance & providing choice to students. The class is run as a seminar in which we discuss the content of the assigned readings. Class time will be used to apply findings from the readings to make recommendation that are empirically & theoretically justified on economic grounds for achieving high performance of students in large urban areas.
|
30 |
3 |
| SOED-GE 2094 |
Education & social issues in Latin America. Explores the relationship between the national development & education - understood broadly as the processes & institutions, both formal & informal, through which people shape their cultural identities & political order. Using conceptual perspectives drawn from comparative education, the course will include case studies of individual nations as well as issues embracing the region as a whole.
|
40 |
4 |
| SOED-UE 1014 |
Education & social issues in Latin America. Explores the relationship between he national development & education - understood broadly as the processes & institutions, both formal & informal, through which people shape their cultural identities & political order. Using conceptual perspectives drawn from comparative education, the course will include case studies of individual nations as well as issues embracing the region as a whole.
|
60 |
4 |
| EDST-UE 1604 |
Education & social issues in Latin America. Explores the relationship between he national development & education - understood broadly as the processes & institutions, both formal & informal, through which people shape their cultural identities & political order. Using conceptual perspectives drawn from comparative education, the course will include case studies of individual nations as well as issues embracing the region as a whole.
|
60 |
4 |
| EDPLY-GE 2030 |
Course is designed to introduce students to public policy & provide a foundation for understanding & assessing education policies in particular. Students will examine the theoretical perspectives in policy as well as examine the policy process & the institutions under which policies are formed, specifically the difference between market systems & the role of government. Fourth, the methods & tools for policy analysis, both before & after policies are implemented will be studied. Finally, students will examine the role of institutions as well as policy design. Topics may include No Child Left Behind, financial aid for higher education, tax reforms to encourage saving for college, school reform in major cities, poverty & inequality, among others.
|
30 |
3 |
| HSED-UE 0610 |
The course will examine historical perspectives on the relationship between public schooling & the promotion of democratic ideals. Students will explore some of the central goals & purposes of American public education over the past two centuries, & the historiographical debates about those goals & purposes. In the second half of the course, students will the relationship between schooling & civic education, & between schooling & specific communities, in order to ask whether the goals of schooling might promote or contradict the goals of particular groups who seek to benefit from public education, & ways in which education does not promote democratic ideals.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 0042 |
The course will examine historical perspectives on the relationship between public schooling & the promotion of democratic ideals. Students will explore some of the central goals & purposes of American public education over the past two centuries, & the historiographical debates about those goals & purposes. In the second half of the course, students will the relationship between schooling & civic education, & between schooling & specific communities, in order to ask whether the goals of schooling might promote or contradict the goals of particular groups who seek to benefit from public education, & ways in which education does not promote democratic ideals.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| HSED-GE 2071 |
Examination of the beginning of rapid urban growth in the nineteenth century & its effect on the educational agencies of the city. Focus is on the process by which new institutions developed in response to changing demographic & cultural conditions of urban life.
|
30 |
3 |
| SOED-UE 1015 |
Part of the common pedagogical core, this course provides an introduction to the social foundations of education. The structure of education in terms of the rights & responsibilities of teachings, administrators, community members & policy makers in relation to the rest of the society are explored from both legal & sociological credits of view. Comparisons with education & schooling in other countries are made. The study of particular school & professional issues includes diversity, student variability, bilingualism, & special education in terms of their effects on policy, practice, & student & teacher rights.
|
30 + 15 tba |
3 |
| EDST-UE 1606 |
Part of the common pedagogical core, this course provides an introduction to the social foundations of education. The structure of education in terms of the rights & responsibilities of teachings, administrators, community members & policy makers in relation to the rest of the society are explored from both legal & sociological credits of view. Comparisons with education & schooling in other countries are made. The study of particular school & professional issues includes diversity, student variability, bilingualism, & special education in terms of their effects on policy, practice, & student & teacher rights.
|
30 + 15 tba |
3 |
| SOED-UE 0015 |
The purpose of this course is to provide an introduction to the study & practice of education in the United States. As a part of the core sequence in the teacher education curriculum, this course seeks to combine classroom exercises & methods with some field experience to better prepare students to apply their specialized subject matter knowledge & skills in real schools & classrooms.
|
45 |
3 |
| SOED-GE 2010 |
This course introduces students to research on the role of schools & neighborhoods for educational achievement with a focus on the U.S. It covers the historical development of neighborhood & school segregation and asks whether & how schools & neighborhoods influence the educational achievement of students. Does the school & neighborhood context affect educational achievement? What are the mechanisms that explain these effects? What are the conditions under which they occur? Are relocation or desegregation programs such as Moving to Opportunity (MTO), school busing or similar interventions effective?
|
30 |
3 |
| APSTA-GE 2017 |
This intensive laboratory course will focus on doing data analysis projects with real data selected by the students. The core skills are oriented around first framing good research questions, then having these guide interacting with data of all types & varying quality (e.g., web-scraped, or clickstream-based rather than large national surveys) via visualization, principled modeling & evaluation of models using statistical learning techniques such as regression, classification & clustering, & presentation of results, using “reproducible research” tools (e.g., knitr, sweave) in the R programming language.
|
20 |
2 |
| PHED-UE 1050 |
Ethical issues in the human service professions. Historical perspective on the evolution of the professional idea. Ethical issues inherent to the idea of being professional; examples drawn from education, nursing, health, art, & business.
|
60 |
4 |
| EDST-UE 1508 |
Ethical issues in the human service professions. Historical perspective on the evolution of the professional idea. Ethical issues inherent to the idea of being professional; examples drawn from education, nursing, health, art, & business.
|
60 |
4 |
| APSTA-GE 2134 |
Emphasis on experimental & quasi-experimental designs. Application of basic & more complex designs such as factorial square, & repeated measures. In addition, measurement, reliability, & power analysis will be covered.
|
45 |
3 |
| APSTA-GE 2093 |
Course reviews & expands on the topics of measurement & reliability/. The general topic is factor scoring with a focus on how to implement, evaluate, & interpret different methods of scoring in the multidimensional factor model. Students will learn how to conduct exploratory factor analysis in settings where test/questionnaire data have been collected & a method for getting scores from those data is required. The course is especially well suited to students who have collected test/questionnaire data & are in the analysis phase of a research project.
|
20 |
2 |
| PHED-GE 2060 |
Examines ethical, political, & epistemological dimensions of feminist pedagogy & research. Includes attention to women?s studies as a discipline; the relationship between feminist & multicultural studies; & the political implications of research.
|
45 |
3 |
| PHED-GE 2000 |
Examines feminist philosophies with attention to education, knowledge, power, & social change; relationship between women?s learning & roles in family, work, & politics. Attention to race, class, sexual orientation, & other diversity.
|
30 |
3 |
| INTE-GE 2802 |
Designed for graduate students who wish to serve as interns in international & intercultural settings. Permission to register is based on evaluation of each student?s proposal outlining the nature of the study. Requirements include the maintenance of a log describing activities & a research project based on the work experience. Open by special permission to other School of Education students.
|
135/180 hours |
3/4 (alt) |
| RESCH-GE 2148 |
This graduate-level seminar is primarily intended for doctoral students & reviews the fundamentals of data analysis for qualitative & ethnographic fieldwork projects, specifically focused on the analysis of ethnographic & observational data & the integration of coded data into write-ups in articles, reports, & dissertation/book chapters. Students enrolling in this course must have original data that they have collected during Fieldwork: Data Collection (or, by prior approval of the instructor, for other projects such as dissertations).
|
30 |
3 |
| RESCH-GE 2147 |
This course focuses on data collection. This includes a focus on gaining access to a field site, selecting a case, matching a research question with a methodology, & the nuts & bolts of taking & writing field notes. The course is designed primarily for doctoral students who would like training in this method for their dissertation work.
|
30 |
3 |
| EDPLY-GE 2020 |
An introduction to the concepts, practice, & economics of elementary & secondary school finance in the United States. Emphasis on the analysis of equity & adequacy in school funding, & the policies targeted toward meeting these objectives. In part through the use of case studies, the course will examine the causes & consequences of school finance reform, & the impact of funding systems on the level & distribution of resources & student achievement. Other topics will include: the link between school finance & accountability, school-lever resource allocation, facilities financing, & teacher compensation policy.
|
30 |
3 |
| INTE-GE 2803 |
Course offers multidisciplinary examination of seminal concepts of modernization & global analysis & their application to education. It focuses on the mission of international education in different cultural contexts & the underlying theoretical assumptions & models that inform development projects undertaken by organizations such as the UN Development Program, the World Bank, the Council of Europe, & the US Agency for International Development.
|
40 |
4 |
| SOED-GE 2400 |
Fundamental sociological concepts & theories are examined & applied to areas of doctoral & professional work. Contemporary educational & social issues are discussed from a sociological vantage point.
|
30 |
3 |
| HSED-GE 2400 |
A critical examination of several histories of American education. Compares historical analyses of the changes in curriculum, structure, & functions of American education in relation to the changing social & political contexts.
|
30 |
3 |
| PHED-GE 2400 |
A critical examination of the philosophic questions inherent in efforts to acquire & evaluate theoretical resources pertinent to the analysis & resolution of educational problems.
|
30 |
3 |
| EDST-UE 0036 |
Internationally, communities approach the idea of human rights (HR) though many histories, traditions, & values. This course studies those differences & returns to the foundational questions of contemporary HR, asking: “what do we owe one another & how do we express & share those values & obligations?” Through this course students shall: 1) become more familiar with the history of HR & associated educational projects, 2) gain familiarity with the theoretical foundations of the same, & 3) become adept in the use of both as tools in the service of wider international & domestic educational goals.
|
60 |
4 |
| INTE-UE 0013 |
Internationally, communities approach the idea of human rights (HR) though many histories, traditions, & values. This course studies those differences & returns to the foundational questions of contemporary HR, asking: “what do we owe one another & how do we express & share those values & obligations?” Through this course students shall: 1) become more familiar with the history of HR & associated educational projects, 2) gain familiarity with the theoretical foundations of the same, & 3) become adept in the use of both as tools in the service of wider international & domestic educational goals.
|
60 |
4 |
| PHED-GE 2083 |
How modern thinkers are overcoming, through fruitful hypotheses, the disorientation in through & conduct caused by overspecialization, compartmentalization of knowledge, & persistence of false theories.
|
30 |
3 |
| APSTA-GE 2044 |
A second year course in advanced statistical techniques that covers useful quantitative tools in health & policy research. Assuming a strong foundation in regression & the general linear model, this course focuses on data analysis that utilizes models for categorical, discrete or limited outcomes that are commonly seen in health & policy studies. Examples include health status, number of clinic visits, etc. In this course students will also learn the principles of likelihood-based inference, which will assist them in some of the more advanced statistics courses.
|
30 |
2 |
| INTE-GE 2805 |
The course examines the conceptual & empirical work on the social, cultural, & economic aspects of globalization & their implications for education. We shall explore education in light of: 1) the increasing de-territorialization of cultural formations; 2) the emergence of global markets along with the post-nationalization of the production & distribution of goods & services -- with a concomitant premiss on knowledge -- intensive work; 3) new information & communication technologies which are reshaping the structure & meaning of work, belonging & community; 4) unprecedented population movements & worldwide immigration. We shall examine recent conceptual work, in globalization & its relationships to human experience with a focus on youth.
|
30 |
3 |
| INTE-UE 0011 |
The course examines the conceptual & empirical work on the social, cultural, & economic aspects of globalization & their implications for education. We shall explore education in light of: 1) the increasing de-territorialization of cultural formations; 2) the emergence of global markets along with the post-nationalization of the production & distribution of goods & services -- with a concomitant premiss on knowledge -- intensive work; 3) new information & communication technologies which are reshaping the structure & meaning of work, belonging & community; 4) unprecedented population movements & worldwide immigration. We shall examine recent conceptual work, in globalization & its relationships to human experience with a focus on youth.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 0032 |
The course examines the conceptual & empirical work on the social, cultural, & economic aspects of globalization & their implications for education. We shall explore education in light of: 1) the increasing de-territorialization of cultural formations; 2) the emergence of global markets along with the post-nationalization of the production & distribution of goods & services -- with a concomitant premiss on knowledge -- intensive work; 3) new information & communication technologies which are reshaping the structure & meaning of work, belonging & community; 4) unprecedented population movements & worldwide immigration. We shall examine recent conceptual work, in globalization & its relationships to human experience with a focus on youth.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| INTE-UE 1012 |
This aim of this course is to explore the uneasy relationship of religion & public education around the world. Through a variety of comparative case studies, this course will explore the ways in which different models of liberalism & the secular state impact the core values governing educational curricula & policy. The following themes will be explored: how secular education constructs or frames religion & how state education impose specific value systems upon students, whether state education systems have a role in teaching values, such as tolerance, & how this could best be achieved while still maintaining respect for religious diversity (through public, private or a combination of the two), whether secular education necessarily entails the provision of an environment that is free from all religious symbolism & doctrine, & the role of religious based education in a post-secular globalizing world order.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 1306 |
This aim of this course is to explore the uneasy relationship of religion & public education around the world. Through a variety of comparative case studies, this course will explore the ways in which different models of liberalism & the secular state impact the core values governing educational curricula & policy. The following themes will be explored: how secular education constructs or frames religion & how state education impose specific value systems upon students, whether state education systems have a role in teaching values, such as tolerance, & how this could best be achieved while still maintaining respect for religious diversity (through public, private or a combination of the two), whether secular education necessarily entails the provision of an environment that is free from all religious symbolism & doctrine, & the role of religious based education in a post-secular globalizing world order.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| INTE-GE 2030 |
In this advanced interdisciplinary & comparative graduate seminar we shall explore Good Work in the Era of Globalization by delving in basic social science work in research anthropology, research sociology, & research psychology. We shall do so critically examining various basic texts on globalization & various notions of the good life. After a series of lectures introducing advanced graduate students to the Good Work Project led by Professor Howard Gardner & the Globalization & Learning project led by Prof. Suarez-Orozco, we will turn our focus to basic scholarship in different regions of the world. We shall focus on two broad areas of the world - Asia & the Americas & one or two areas of work (such as journalism & medicine) will be probed in some depth. At the conclusion of the seminar, we will consider how educational institutions can mediate & modulate the potent forces of globalization.
|
30 |
3 |
| SOED-UE 1011 |
This class engages student sin the study of “growing up in America” through scholarship on families, schools, communities, & youth culture. Students will critically read & discuss the works of historians & sociologists who write on socialization, subjectivity, exclusivity, & identity formation. With a focus on race, gender, & sexuality, students will also evaluate American society & culture in specific historical & sociological contexts. This course is designed to be of interest to students of sociology, history, social studies education, American studies, gender studies, cultural studies, & related fields.
|
60 |
4 |
| SOED-UE 1010 |
This class engages students in the study of “growing up in America” through scholarship on families, schools, communities, & youth culture. Students will critically read & discuss the works of historians & sociologists who write on socialization, subjectivity, exclusivity, & identity formation. With a focus on race, gender, & sexuality, students will also evaluate American society & culture in specific historical & sociological contexts. This course is designed to be of interest to students of sociology, history, social studies education, American studies, gender studies, cultural studies, & related fields.
|
60 |
4 |
| EDST-UE 1602 |
This class engages students in the study of “growing up in America” through scholarship on families, schools, communities, & youth culture. Students will critically read & discuss the works of historians & sociologists who write on socialization, subjectivity, exclusivity, & identity formation. With a focus on race, gender, & sexuality, students will also evaluate American society & culture in specific historical & sociological contexts. This course is designed to be of interest to students of sociology, history, social studies education, American studies, gender studies, cultural studies, & related fields.
|
60 |
4 |
| RESCH-GE 2135 |
Identification & analysis of historical problems. Exploration of concepts, language & techniques of historical research. In order to comprehend fully the development of a historical interpretation, each student should enter this course with a clear research problem & in command of the literature related to it. For students with limited experience in historical methodology, E55.2000, Historical Writing, is highly recommended as a prerequisite.
|
30 |
3 |
| HSED-GE 2009 |
This course will examine the major themes, developments, & dilemnas of educational history in the United States. How have historians defined & explored American education? What are the major achievements of the field? The weaknesses? And how might it improve? Topics will include the rise of public & parochial school systems; the endless drive for "school reform", & the myriad ways that race, religion, & ethnicity have influenced it.
|
45 |
4 |
| HSED-GE 2173 |
Examination of the "culture wars" in American public education over the past century, focusing on battles over religion, race & ethnicity. Looks at how & why the school curriculum became an arena of cultural conflict. Emphasis on historical scholarship & analysis to clasrify present-day disputes & dilemnas.
|
30 |
3 |
| HSED-GE 2174 |
Considers various agencies & institutions by which American culture is transmitted from one generation to the next; problems dealing with settlement houses & immigration, progressive education, the great depression, mass culture & movies, & contemporary youth culture are studied.
|
30 |
3 |
| HSED-GE 2067 |
Discussions of selected topics in the social & intellectual history of higher education in America since 1750. Integration of educational policies & functions, with attention to limitations of educational responsibility, development of institutional structures, changing modes for gaining & imparting knowledge, & the social prerogatives & initiatives variously assigned to an educated class.
|
30 |
3 |
| HSED-UE 1067 |
Discussions of selected topics in the social & intellectual history of higher education in America since 1750. Integration of educational policies & functions, with attention to limitations of educational responsibility, development of institutional structures, changing modes for gaining & imparting knowledge, & the social prerogatives and initiatives variously assigned to an educated class.
|
60 |
4 |
| EDST-UE 1414 |
Discussions of selected topics in the social & intellectual history of higher education in America since 1750. Integration of educational policies & functions, with attention to limitations of educational responsibility, development of institutional structures, changing modes for gaining & imparting knowledge, & the social prerogatives and initiatives variously assigned to an educated class.
|
60 |
4 |
| EJST-GE 2003 |
This course survery the key ideas, movements, & institutions in modern Jewish education. Students will examine post-Enlightenment European educational practices & their adaptation to the American environment. The course also examines the influence of American educational thought & practice on Jewish education.
|
30 |
3 |
| HSED-GE 2902 |
This course explores the intellectual roots of American education in the work of the American pragmatists (primarily John Dewey, William James, & C. S. Pierce) & Transcendentalists (Emerson, Whitman, & Thoreau).
|
30 |
3 |
| INTE-UE 1545 |
The objectives of this course is to introduce students to a sampling of recent theoretical & empirical work, in various academic disciplines, dealing with immigration. We will achieve this objective by systematically examining very recent research in comparative & interdisciplinary perspectives with a particular focus on the emerging Inter American migration system. Students will learn about the most recent trends in Latin American, Caribbean & to a lesser extent Asian migration to the U.S., & will compare the nature of current immigration scholarship in the United States to developments in other postindustrial settings. An examination of the comparative materials will highlight isomorphic conditions--as well as differences--in immigration debates, policies, processes, & outcomes. This course will be interdisciplinary. We shall examine recent data & theoretical work in a variety of fields such as economics, education, law, policy, psychology, sociocultural anthropology, sociolinguistics, & sociology.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
45 |
4 |
| INTE-GE 2545 |
Immigration has continually shaped notions of race & ethnicity throughout the history of the United States. Focusing on immigration post-1960s but building off of a foundation of research on early race relations in the US, this course serves as an introduction to different theoretical & empirical scholarship on race/ethnicity & immigration. Topics include immigrant adaptation/assimilation, social mobility, panethnicity, & the shifting construction of racial categories.
|
30 |
3 |
| EDST-UE 1312 |
The objectives of this course is to introduce students to a sampling of recent theoretical & empirical work, in various academic disciplines, dealing with immigration. We will achieve this objective by systematically examining very recent research in comparative & interdisciplinary perspectives with a particular focus on the emerging Inter American migration system. Students will learn about the most recent trends in Latin American, Caribbean & to a lesser extent Asian migration to the U.S., & will compare the nature of current immigration scholarship in the United States to developments in other postindustrial settings. An examination of the comparative materials will highlight isomorphic conditions--as well as differences--in immigration debates, policies, processes, & outcomes. This course will be interdisciplinary. We shall examine recent data & theoretical work in a variety of fields such as economics, education, law, policy, psychology, sociocultural anthropology, sociolinguistics, & sociology.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
45 |
4 |
| APSTA-GE 2003 |
This course is designed to meet the data analytic needs of the doctoral students whose dissertation relies on the analysis of quantitative data. Procedures important to the data analyst are covered including data entry & definition, treating missing data, detecting outliers, & transforming distributions. First term topics include multiple regression, analysis of covariance, repeated measures analysis of variance, & multivariate analysis of variance & covariance. Second term topics emphasize categorical data analysis, odds, rations, standardization, log linear models, logistic regression. Other topics include multinominal logistic models, survival analysis, principle components, & factor analysis. The approach is conceptual with heavy reliance on computer software packages. Appropriate for doctoral students desiring specialized knowledge beyond the introductory sequence.
|
45 |
3` |
| INTE-GE 2815 |
What should be our educational response to crimes & human rights violations? How might educational programs appropriately deal with an ugly history &/or prevent current or future transgressions? Those questions serve as a launching point for inquiry into the intersection of education & restorative justice. Among the themes of our close reading & discussions will be the role of truth & reconciliation efforts, education for or against responsibility &/or guilt, education for forgiveness, public shaming, retributive justice, & the historical and international context of these & more.
|
30 |
3 |
| INTE-GE 2862 |
Analysis of the problems of transferring educational techniques, strategies, & institutions from one cultural area to another. Emphasis is on understanding the receiving culture & its views of assistance & intervention in its domestic affairs. Case Studies are drawn from experiences of the Peace corps, AID, the United Nations Development Program, & other nonprofit & government agencies.
|
30 |
3 |
| INTE-GE 2804 |
Examination of educational & cultural exchange programs that disseminate information to foreign countries about a nation?s policies, institutions, culture & values. Focus is on the development of international information programs, the purposes of exchange programs, & the relationship between government & private educational & cultural communities. Case studies are drawn from such organizations as the United Nations Department of Public Information, the United States Information Agency, the Council on International Exchange of Scholars, the Institute of International Education, & the Academy for Educational Development.
|
30 |
3 |
| INTE-GE 2819 |
An examination of a global ethic. A history of the origin of human rights, including the Declaration of Independence, the Declaration of the Rights of Man, & the Declaration of Human Rights. Examinations of responsibility as the ethical basis of rights & obligations. Case studies in the 20th century violations of rights & attempts to secure rights.
|
30 |
3 |
| INTE-UE 1010 |
How do educators & activists spread messages about human rights? What might make them more likely to succeed? What are the ethical & political implications of using education as a tool for moral persuasion? Students will engage with these questions, as well as be introduced to the role of the United Nations, NGOs, & state governments in facilitating human rights education. Students will also engage critically with debates over whether the human rights system is an appropriate way to achieve justice in diverse contexts. Throughout the course, students will apply theory on human rights education & activism to real-life examples, as well as create their own advocacy campaign & lesson plan.
|
60 |
4 |
| EDST-UE 1302 |
How do educators & activists spread messages about human rights? What might make them more likely to succeed? What are the ethical & political implications of using education as a tool for moral persuasion? Students will engage with these questions, as well as be introduced to the role of the United Nations, NGOs, & state governments in facilitating human rights education. Students will also engage critically with debates over whether the human rights system is an appropriate way to achieve justice in diverse contexts. Throughout the course, students will apply theory on human rights education & activism to real-life examples, as well as create their own advocacy campaign & lesson plan.
|
60 |
4 |
| INTE-GE 2027 |
Overview of major discussions & debates relative to gender & education in both “developed” & “developing” countries. Examines theoretical understandings of gender, & the intersection of gender, schooling & global social justice. Key issues include gender & education internationally, specifically the educational status of girls & women, empowerment & education, & the role of boys and men in promoting gender equality. Also examines innovative strategies to “undo” gender, including the role of international donor agencies, the State, & NGOs. Course concludes by studying the role of teachers & innovative educational programs.
|
30 |
3 |
| INTE-GE 2809 |
Examination of international human rights standards & principals, using case studies to analyze violations of basic human rights programs. Emphasis is on the role of international & local NGOs (non-governmental organizations) in the human rights movement, & the role of education in promoting human rights. Considers different approaches to teaching human rights in both formal & non-formal educational settings.
|
30 |
3 |
| APSTA-GE 2310 |
In the internship, students will gain experience working with “real world” data, working with an approved faculty member, local firm or organization. Students will receive practical training focused on the kinds of issues that researchers face in collecting & analyzing data. This course will not only enhance the tools & techniques students develop, but will also possibly lead to employment opportunities after graduation.
|
10 per unit |
1-6 (var) |
| RESCH-GE 2142 |
A practicum in semi-structured interviewing & participant observation -- primary modes of qualitative data generation in the social sciences. Students learn these techniques by using them to gather novel empirical data. The course provides instruction on note-taking, data organization, preliminary analysis, & the ethics & politics of research with human subjects.
|
30 |
3 |
| APSTA-UE 1995 |
The collection, tabulation, & elementary analysis of vital statistics. Sources & uses of population, mortality, & morbidity data. Classification & tabulation, frequency distribution, measures of location & variation, rates & ratios, correlations & regression, & tests of significance using the normal curve, the t distribution, & the chi-square distribution. Illustrations & examples taken from the health professions.
|
45 |
3 |
| HSED-UE 1005 |
This course introduces students to the central themes, issues, & controversies in American education. What is the purpose of “school”? How did schools begin, in the United States, & how have they evolved across time? How do children learn? How are they different from each other, & why & when should that matter? How should we teach them? & how should we structure schools & classrooms to promote learning?
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 0010 |
This course introduces students to the central themes, issues, & controversies in American education. What is the purpose of “school”? How did schools begin, in the United States, & how have they evolved across time? How do children learn? How are they different from each other, & why & when should that matter? How should we teach them? & how should we structure schools & classrooms to promote learning?
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| INTE-UE 0010 |
This course interrogates the notion of globalization and its impact on education around the world. Thematic units explore topics such as the relationship between the state, religion, and education; the impact of migration and immigration on schooling; education in post-conflict societies; technology, new media, and education; education and extremism; and education financing. Case studies include a focus on western satellite campuses in the Persian Gulf, Singapore and Shanghai; the reintegration of former child soldiers into formal schooling; the delivery of on-line learning and cross-cultural exchange platforms in K-16 education; and the Bologna process in European higher education.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 0030 |
This survey course offers an introduction to the field of global education. Education in the 21st century is undoubtedly a central area for international collaboration as well as contestation. In this survey course, we will examine key debates about the role of education in national & international society, examining the multiple stake holders that work to improve education globally, & their diverse interpretations of that mandate. The course will introduce students to the history of mass education as a global phenomenon, & the comparative ways in which it is now studied. Students will examine both K-12 & higher education.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| PHED-UE 1003 |
Assumptions & implications of educational theory & practice; teaching & learning, the structure of knowledge, impact of the behavioral sciences; indoctrination & social & political influences on education. Readings from historical & contemporary sources. Emphasis on both ethics & epistemology.
|
30 |
2 |
| EDST-UE 1500 |
Assumptions & implications of educational theory & practice; teaching & learning, the structure of knowledge, impact of the behavioral sciences; indoctrination & social & political influences on education. Readings from historical & contemporary sources. Emphasis on both ethics & epistemology.
|
30 |
2 |
| INTE-GE 2007 |
Course provides an intensive introduction to qualitative methods used in comparative education & the social sciences in international settings. It includes training in research design (e.g., ethnography, case studies), data collection methods (e.g., semi-structured interviews; observations), & analysis most commonly associated with qualitative research.
|
30 |
3 |
| RESCH-GE 2332 |
This course provides a basic practical introduction to quantitative sociological methodology. Students will gain an appreciation for the logic & techniques of statistical data analysis. While the course will cover the purpose, goals, & mathematical assumptions behind techniques of statistical analysis, the emphasis will be on actually analyzing date & interpreting results.
|
40 |
4 |
| INTE-GE 2008 |
Course serves as an introduction to the analytic & empirical methodologies employed in contemporary quantitative analyses of international, comparative, & US education. Covering various sub-fields & topics, this course emphasizes a basic understanding of the statistics & theory behind different methods, a thoughtful consumption of literature that uses quantitative methods, & application of common statistical techniques.
|
30 |
3 |
| RESCH-UE 1005 |
This course is intended for consumers of statistics in the biological & medical fields. It will concentrate on the interpretation & comprehension of graphical & statistical techniques that are important components of scientific literature. Presentation of statistical material will be linked to its application as reported in the medical literature. Although some mathematics will be presented it is not expected that the student will memorize formulas. Mathematical ability at the level of high school algebra is assumed
|
45 |
3 |
| APSTA-GE 2005 |
The collection, tabulation, & elementary analysis of vital statistics. Sources & uses of population, mortality, & morbidity data. Classification & tabulation, frequency distribution, measures of location & variation, rates & ratios, correlations & regression, & tests of significance using the normal curve, the t distribution, & the chi-square distribution. Illustrations & examples taken from the health professions.
|
45 |
3 |
| EJST-GE 2007 |
The course investigates recent educational & research efforts regarding “Israel education” – the teaching & learning about Israel aimed at American Jews. The course will examine long standing debates & tensions in this field, as well as the new developments & directions in a variety of sectors including day schools, travel tours (i.e., birthright), Israel studies in the university. We will develop a critical, analytic, perspective about this important case of transnational education.
|
30 |
3 |
| EJST-GE 2005 |
Debates surrounding Jewish education & the attempts by practitioners to innovate over the last fifty years. Topics covered include the role of Jewish communities & denominations in setting educational agendas, the American religious context, church-state issues that affect Jewish education, & the examination of formal & informal educational settings.
|
30 |
3 |
| INTE-UE 1141 |
What is just, & what shapes the way we answer this question? The first half of this class examines the different ways that philosophers have defined social justice. In the second half of the class, we examine the context in which judgments about justice take place. We discuss questions such as: Can we arrive at our conclusions through independent reasoning, or are we most deeply shaped by the culture in which we live or values that transcend our choices? Given the fact of diversity within & between cultures, how should societies navigate conflicting views of social justice? Students will be encouraged to develop their own views on these issues throughout the course.
|
60 |
4 |
| EDST-UE 1308 |
What is just, & what shapes the way we answer this question? The first half of this class examines the different ways that philosophers have defined social justice. In the second half of the class, we examine the context in which judgments about justice take place. We discuss questions such as: Can we arrive at our conclusions through independent reasoning, or are we most deeply shaped by the culture in which we live or values that transcend our choices? Given the fact of diversity within & between cultures, how should societies navigate conflicting views of social justice? Students will be encouraged to develop their own views on these issues throughout the course.
|
60 |
4 |
| SOED-GE 2097 |
Introduction to theories & research on Latinos in urban areas, exploring their educational achievements. In particular, course reviews comparative lack of educational success. Topics include assimilation, language, & the interplay of race, class, & gender & transnational communities.
|
30 |
3 |
| PHED-UE 0010 |
What is the most important thing to which I should be devoting my life? This course explores the existential concerns animating questions like this, ones that inspire our lifelong, liberal learning. It focuses on classic works in Western philosophy, literature, & film & examines them as texts of education. Class meetings will be devoted to a mix of lecture & discussion.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Texts & Ideas
|
60 |
4 |
| EDST-UE 0050 |
What is the most important thing to which I should be devoting my life? This course explores the existential concerns animating questions like this, ones that inspire our lifelong, liberal learning. It focuses on classic works in Western philosophy, literature, & film & examines them as texts of education. Class meetings will be devoted to a mix of lecture & discussion.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Texts & Ideas
|
60 |
4 |
| SOED-UE 1050 |
This course focuses on LGBT experiences, with an emphasis on schools & young people. The course helps students develop vocabulary & general understanding of LGBT identities, particularly as they are depicted through sexual identity development models & popular coming out narratives. Students will apply social theory to coming out narratives to gain a critical perspective on how LGBT identities are produced. Students will also examine how schools have responded to sexual & gender diversity, paying particular attention to obstacles & potential solutions to create inclusive educational environments for LGBT people.
|
60 |
4 |
| EDST-UE 1612 |
This course focuses on LGBT experiences, with an emphasis on schools & young people. The course helps students develop vocabulary & general understanding of LGBT identities, particularly as they are depicted through sexual identity development models & popular coming out narratives. Students will apply social theory to coming out narratives to gain a critical perspective on how LGBT identities are produced. Students will also examine how schools have responded to sexual & gender diversity, paying particular attention to obstacles & potential solutions to create inclusive educational environments for LGBT people.
|
60 |
4 |
| APSTA-GE 2013 |
Course provides students with a basic knowledge of missing data analysis, beginning with the types of missing data mechanisms (e.g., missing completely at random). We then discuss the problems with ignoring missing data & examine problems with conventional fixes. Single imputation with noise is contrasted with multiple imputation approaches. Real examples from policy research are given throughout. More advanced topics include pattern mixture models & handling data that are not missing at random
|
20 |
2 |
| APSTA-GE 2042 |
This is a course on models for multi-level nested data. These data arise in nested designs, which are quite common to education & applied social, behavioral & policy science. Traditional methods, such as OSL regression, are not appropriate in this setting, as they fail to model the complex correlational structure that is induced by these designs. Proper inference requires that we include aspects of the design in the model itself. Moreover, these more sophisticated techniques allow the researcher to learn new & important characteristics of the social & behavioral processes under study. In this module, we will develop & fit a set of models for nested designs (these are sometimes called hierarchical linear models). The course assignments will use state of the art statistical software to explore, fit and interpret the models.
|
21 |
2 |
| APSTA-GE 2040 |
This is a course on models for multi-level growth curve data. These data arise in longitudinal designs, which are quite common to education & applied social, behavioral & policy science. Traditional methods, such as OLS regression, are not appropriate in this settings, as they fail to model the complex correlational structure that is induced by these designs. Proper inference requires that we include aspects of the design in the model itself. Moreover, these more sophisticated techniques allow the researcher to learn new & important characteristics of the social & behavioral processes under study. In this module, we will develop & fit a set of models for longitudinal designs (these are often called growth curve models). The course assignments will use state of the art statistical software to explore, fit & interpret the models.
|
21 |
2 |
| HMSS-GE 2000 |
Course is designed for newly accepted students in the Department of Humanities & Social Sciences. The course will give an introduction to graduate student life & will provide tools & resources to promote academic & professional success.
|
7.5 |
0 |
| RESCH-GE 2143 |
Introduction to various approaches to Action Research with an emphasis on approaches that encourage the participation of stakeholders. The course will cover action research traditions, issues of positionality, methodology, validity, & ethics. Students will engage in various field exercises to practice data gathering skills.
|
45 |
3 |
| RESCH-GE 2136 |
Models of inquiry used in interpreting & analyzing the literature of a field & in presenting new viewpoints, arguments, & research. Logical, historical & sociological dimensions of interpretation of relevant topics & problems. Development of skills in the logical analysis of arguments & explanations.
|
30 |
3 |
| RESCH-GE 3206 |
The modes of inquiry used in interpreting & analyzing the literature of a field & in presenting new viewpoints, arguments & research. The logical, historical, & sociological dimensions of interpretation of relevant topics & problems. Development of skills in the logical analysis of arguments & explanation.
|
30 |
3 |
| PHED-GE 2155 |
A study of themes & currents in 20th century philosophy, starting from Nietzshe & Freud. The concern with language, reflected in Heidegger, Wittgenstein, & their descendants. Questions raised by feminism, ecology, & political upheaval.
|
30 |
3 |
| PHED-GE 2055 |
Intensive study of the philosophical & educational ideas of the Progressive movement in Education. John Dewey's philosophy & its influence on other educators. Emphasis on the relevance of these ideas to contemporary educational discussions.
|
30 |
3 |
| PHED-GE 2011 |
Comparison of social theories dealing with social, economic, & political contexts of education; theories of culture & social change; educational implications of liberal , authoritarian, democratic, & revolutionary theories.
|
30 |
3 |
| PHED-GE 2003 |
Philosophical assumptions implicit in educational theories & methods; philosophical systems & their influence on education; some basic concepts of value theory in application to the comparative study of educational aims.
|
30 |
3 |
| PHED-GE 2089 |
Fundamentals of systematic inquiry: concept formulation, types of concepts & hypotheses, quantification & measurement, meaning & methodology of the social sciences in relation to the natural sciences. The scientific testability of hypotheses; the structure of theories & their impact on Western culture & education.
|
30 |
3 |
| SOED-GE 2090 |
Change in complex organizations is viewed as a social process composed of stages: initiation, implementation, & incorporation. Studies of hospitals, schools, & other bureaucratic settings are compared emphasizing theoretical & practical issues of resistance to & implementation of the proposed changes. Procedures for assessing organizational change are discussed.
|
30 |
3 |
| INTE-GE 2025 |
Drawing from political science & comparative & international education, this course analyzes the ways in which education is connected to micro-level attitudes & behaviors & to macro-level social processes such as democratization, peace, conflict, & development around the world. Based in theory, research, & current events, the course interrogates prevailing common-sense notions of education & explores the different ways that education has been understood to contribute to social change.
|
40 |
4 |
| APSTA-GE 2350 |
The course is a practicum following specific applied statistical topics & is designed to tackle a student’s real-world dataset, rather than the more “tidy” data that is typically used in a classroom setting. Students will meet with the instructors in a lab setting to fit, troubleshoot, evaluate & describe various models.
|
10 per unit |
1-3 (var) |
| APSTA-GE 2351 |
This is a course in the foundations of statistical inference techniques. Assuming some prior exposure to foundational & intermediate statistical methods, this course will first cover topics such as Kolgomorov’s axioms of probabilities, basics of set theory, discrete combinatorial probability, Bayes’ theorem, probability distributions & their properties & assumptions of dependence & independence. These topics are followed by the foundational topics of statistics: sampling distributions, the law of large numbers & the central limit theorem. This course will mix theoretical approaches with simulation-based illustrations of these main topics. The student will be expected to understand the mathematical theory & apply the topics covered to problem solving via analytical & simulation based methods in statistical programming language such as R.
|
10 |
1 |
| APSTA-GE 2352 |
This course will introduce the student to active research in the social sciences, emphasizing the connections between the substantive research & appropriate statistical methods. To fulfill the course requirements, students will attend research seminars offered through PRIISM & other departments/centers & engage in discussions in a weekly class. Concurrently, students will gain familiarity with academic papers that use quantitative methodology.
|
10 |
1 |
| APSTA-GE 2352 |
This course will introduce the student to modern statistical programming & simulation using the language R. The core skills are oriented around first understanding variables, data structures, program flow (e.g., conditional execution, looping) & functional programming, then applying these skills to answer interesting statistical questions involving the comparison of groups, which is core to statistical practice. Most statistical analysis will be motivated via simulations, rather than mathematical theory. The course content (programming and data analysis) requires significant outside reading & programming.
|
10 per unit |
1/2 (alt) |
| APSTA-GE 2046 |
This course is a natural sequel to APSTA-GE 2044 Generalized Linear Models & Extensions. Building on the theory & examples developed in that course, students will participate in a guided, larger research project that employs Generalized Linear Models. In many cases, the student will use the techniques of multi-level modeling as well. These are often described as Generalized Linear Mixed Models (GLMMs). In such cases, APSTA-GE 2040 or 2042 must be taken prior to this practicum.
|
10 |
1 |
| APSTA-GE 2041 |
This is a practicum course on models for multi-level growth curve data. This course is a natural sequel to E10.2040 Multi-Level Modeling Growth Curve. Building on the theory & examples developed in that course, students will participate in a guided, larger research project that employs multi-level growth curve models. Students will meet in groups with the instructor in a lab setting to fit, evaluate & describe these models. The final project for the course will consist of a ?results & discussion? section, journal article quality write-up.
|
10 |
1 |
| RESCH-GE 2132 |
Principles of social & behavioral research. Emphasis on types of problems, research procedures, instrumentation, & data analysis utilized in correlational experimental & survey research. Introduction to use of SPSS computer package for treatment of data & development of research reports.
|
30 |
3 |
| PHED-GE 2015 |
A study of ethical issues faced by contemporary professionals. The shifting meaning of ?professional: & likely consequences for the future. Individual & group projects on the ethical dilemmas in the student?s chosen profession.
|
30 |
3 |
| SOED-GE 3111 |
The program seminar requirement is met by E20.3111 & E20.3112, while E20.3113 & E20.3114 fulfill the dissertation proposal requirement.
|
30 |
3 |
| SOED-GE 3112 |
The program seminar requirement is met by E20.3111 & E20.3112, while E20.3113 & E20.3114 fulfill the dissertation proposal requirement.
|
30 |
3 |
| HSED-GE 2070 |
Discussion of current problems in educational & social policy. Topics will include family & social welfare policy, schooling, higher education, employment & culture. A broad overview of the fundamental issues involved in framing public problems & practices.
|
30 |
3 |
| HSED-GE 2240 |
Reading, discussion, & critical analysis of selected works in Western thought. Includes works by Plato, Nietzsche, Locke, Rousseau, Mill, Freud, Marx.
|
30 |
3 |
| PHED-GE 2016 |
The purpose of this course on religion & public education in an international context is for us to engage together in a critical analysis of what continues to be an important contemporary issue. The seminar is designed especially for students preparing for careers in teaching - in both public & private/religious schools, educational administration, educational research, or other professions which will involve them in the ongoing public debates about the uneasy relationship of religion & public education in the United States & other countries. The course will examine these issues historically & in terms of current policy debates & students will be asked to make connections to their own educational practice.
|
30 |
3 |
| PHED-UE 1016 |
The purpose of this course on religion & public education in an international context is for us to engage together in a critical analysis of what continues to be an important contemporary issue. The seminar is designed especially for students preparing for careers in teaching - in both public & private/religious schools, educational administration, educational research, or other professions which will involve them in the ongoing public debates about the uneasy relationship of religion & public education in the United States & other countries. The course will examine these issues historically & in terms of current policy debates & students will be asked to make connections to their own educational practice.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Context & Cultures
|
60 |
4 |
| EDST-UE 1504 |
The purpose of this course on religion & public education in an international context is for us to engage together in a critical analysis of what continues to be an important contemporary issue. The seminar is designed especially for students preparing for careers in teaching - in both public & private/religious schools, educational administration, educational research, or other professions which will involve them in the ongoing public debates about the uneasy relationship of religion & public education in the United States & other countries. The course will examine these issues historically & in terms of current policy debates & students will be asked to make connections to their own educational practice.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Context & Cultures
|
60 |
4 |
| INTE-GE 3801 |
A review of current research & the development of research projects based on previous training & course work. Focus on evaluating research in such areas as education in other cultures, global communications, modernization, educational transfer, & international cultural relations.
|
30 |
3 |
| INTE-GE 3802 |
A review of current research & the development of research projects based on previous training & course work. Focus on evaluating research in such areas as education in other cultures, global communications, modernization, educational transfer, & international cultural relations.
|
30 |
3 |
| HSED-UE 1044 |
This course explores the historical roots, character, impact & contemporary memory of the global student unrest that rocked the world in the 1960s. Topics include the emergence of mass student protests against the political establishment & the governmental responses to the rebellions in such diverse settings as the capitalist & socialist worlds as well as Third World nations. The course sets the revolts into comparative perspective & probes their shared international & unique national characteristics.
|
60 |
4 |
| EDST-UE 0044 |
Explores how college campuses became centers of political protest & cultural change. Topics include socialist & feminist student activism in Progressive era; 1920s Black student revolts, campus cultural ferment; 1930s Old Left-led mass student movements: 1960s New Left, antiwar, SNCC & Third World Student Activism, CIA infiltration; post-60s PC struggles, divestment movements, gay liberation, curricular change, unionization, conservative student activism from 1950s segregationists through YAF in & beyond the 60s.
|
60 |
4 |
| HSED-UE 1028 |
This course compares the way that contemporary societies have addressed difference of race, ethnicity, religion, & gender in their educational systems. We will place special emphasis upon history, exploring how these societies have changed across time. At the end of the course, we will ask how they might instruct each other in a newly globalized world of flux, exchange, & danger.
|
60 |
4 |
| PHED-GE 2090 |
Discussion of philosophies of applied science & technology; the relationships between pure & applied science; the utilization of knowledge claims regarding science & applied science in various professions; interpretations of problems of autonomy, legitimization, accountability, & responsibility in the light of the criteria of rationality subscribed to by diverse professions; the education relevant to a practitioner.
|
30 |
3 |
| EJST-GE 2010 |
A two year seminar emphasizing ways in which the intellectual orientations of education & Jewish studies can be fruitfully integrated. The seminar acquaints students with the present state of research in both education & Jewish studies, emphasizing the parallels & differences between these multifaceted research areas. In addition, the seminar addresses the research needs & opportunities found in the rapidly expanding field of Jewish education in North America. Throughout this experience, students will be encouraged toward identifying their own research problems in Jewish education.
|
10 per unit |
1-3 (variable) |
| EJST-GE 2011 |
A two semester seminar emphasizing ways in which the intellectual orientations of education & Jewish studies can be fruitfully integrated. The seminar acquaints students with the present state of research in both education & Jewish studies, emphasizing the parallels & differences between these multifaceted research areas. In addition, the seminar addresses the research needs & opportunities found in the rapidly expanding field of Jewish education in North America. Throughout this experience, students will be encouraged toward identifying their own research problems in Jewish education.
|
30 |
3 |
| EJST-GE 2012 |
A two-semester seminar focusing on major research frameworks in education, Jewish studies, & Jewish education. Students will be engaged in practical research experiences in the Jewish education field. These experiences provide opportunities to formulate creative plans for dealing with a variety of educational issues & problems.
|
30 |
3 |
| EJST-GE 2013 |
A two-semester seminar focusing on major research frameworks in education, Jewish studies, & Jewish education. Students will be engaged in practical research experiences in the Jewish education field. These experiences provide opportunities to formulate creative plans for dealing with a variety of educational issues & problems.
|
30 |
3 |
| EDST-UE 1900 |
Course is designed as the culminating experience for Education Studies majors. Students will demonstrate an integration of disciplinary content knowledge & research skills culminating in a senior thesis or a final project. The final product requires students to synthesize course work & practical experiences & explore potential career options and academic pursuits upon completion of the program.
|
60 |
4 |
| SOED-GE 2371 |
Consideration of the role of educational institutions in fostering, preventing, & maintaining equalities & inequalities in American society.
|
30 |
3 |
| INTE-GE 2023 |
Course examines the sociological & anthropological interrelationship among society, culture, & education in various national & local settings. Focusing on pluralistic communities—namely, the tension between universalism, relativism, & multiculturalism, and issues of ‘race,’ gender/sexual orientation, ethnicity/linguistic group affiliations—the course will explore how culture & social relations influence behavior, personality, norms, & values, as well as how these shape relationships between individuals, groups & institutions within & across societies.
|
40 |
4 |
| SOED-GE 3035 |
The course provides sociological examination of how law affects education at the doctoral level. Theoretical work in law & society & the sociology of organizations is reviewed, as well as in depth examination of school desegregation, inequality in educational resources, & expansion of student rights. The course identifies how the effects of legal intervention on schooling are mediated by social actors & school organizational cultures, producing at time unintended & unanticipated consequences.
|
30 |
3 |
| SOED-GE 2163 |
The relationship of higher educational institutions to other social institutions in American society. The development of this relationship & its consequences & implications for the internal structure & functioning of higher educational organizations & for society at large. Issues surrounding role of students, faculty, administration, & external interests are examined.
|
30 |
3 |
| APSTA-GE 2014 |
This course is an introduction to the analysis & modeling of network data. Network analysis is a key tool in understanding relational data - data describing the relationships between pairs & groups of individuals, as well as the global structure of relationships. We will focus on applications to & building tools for research in the social sciences, but the methodology can be extended to other areas. By the end of the course, you should have a working knowledge of basic network analysis tools & be able to use them to analyze your own data.
|
30 |
3 |
| APSTA-GE 2101 |
This 1-point seminar is designed to assist graduate students in the quantitative methods specific to their thesis. After an initial meeting as a group, additional meetings are arranged, both one-on-one, & in smaller groups. The students refine their research methodology under the guidance of a statistician. Specific analytic techniques are suggested & some guidance is provided in learning any new material, but for the most part, this is left to the student via self-study.
|
10 |
1-3 (var) |
| APSTA-GE 2401 |
This course is designed to assist graduate students in the quantitative methods specific to the design & analysis of their theses. In this seminar format, under the guidance of one or more statistical faculty members, students will have opportunity to present & defend their scholarly work-in-progress. They will also be required to critique & provide constructive suggestions for their fellow students. The focus of critiques will be on the research methodology & other statistical issues. Students will additionally benefit from being able to observe how the participating faculty diagnosis & solve statistical issues that arise in others’ presented work & to benefit from this advice in their own work. In essence this course provides training in statistical consulting along with detailed feedback on one’s dissertation research
|
10 per pnt |
1-3 (var) |
| APSTA-GE 2122 |
This is a course in intermediate & advanced statistical inference techniques in the context of applied research questions in data science. Assuming some prior exposure to probability & statistics, this course will first cover topics such as exploratory data analysis & visualization, principles of estimation & hypothesis testing & the general & generalized linear models, including scientific computation (e.g., E-M Algorithm, Newton-Raphson, and Monte Carlo techniques). These topics are followed by recent developments in model selection & Bayesian modeling. The student will be expected to understand the mathematical theory, implement related statistical algorithms in statistical programming language such as R, & interpret models & parameters in the context of applied statistical analysis of real data.
|
30 |
3 |
| APSTA-UE 0010 |
An introductory quantitative & statistical reasoning course designed to help students acquire statistical literacy & competency to survive in a data-rich world. The course introduces students to basic concepts in probability, research design, descriptive statistics, & simple predictive models to help them to become more savvy consumers of the information they will routinely be exposed to in their personal, academic & professional lives. Course material will be conveyed through video clips, case studies, puzzle solving, predictive competitions, & group discussions.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Quantitative Reasoning
|
60 |
4 |
| APSTA-GE 2001 |
Introduction to the basic tools of applied statistics, using the latest version of SPSS as a platform to achieve a hands-on experience with real data. Topics include both descriptive (measures of location, variability, correlation, & simple regression) & inferential (probability, central limit theorem, sampling distributions, hypothesis tests, & confidence intervals) statistics. The course is not appropriate for students seeking to learn the mathematical underpinnings of these techniques.
|
45 |
3 |
| APSTA-GE 2002 |
Introduces students to an array of inferential techniques (t-tests, one- & two-way anova, simple & multiple regression, nonparametric methods) using the latest version of SPSS as a platform to achieve a hands-on experience with real data. The course is not appropriate for students seeking to learn the mathematical underpinnings of these techniques.
|
10 per pnt |
3/6 (alt) |
| RESCH-GE 2139 |
The survey is the leading mechanism for collecting information on a wide array of topics in our data-driven world. This course is designed to introduce students to the fundamental aspects of the survey & ways for evaluating this form of data collection. Principle topics include: survey design; coverage, sampling, & non-response; modes of data collection; questionnaire construction & evaluation. Throughout this course, students will be given opportunities to engage in actual survey research activities.
|
45 |
3 |
| INTE-GE 2812 |
Examination of models of cross-cultural education programs offered in the United States & abroad. Focus is on the basic cultural assumptions of different approaches to cross-cultural training in a global economy. Explores the possibilities of developing a model program for multinational corporations, foundations, & governmental organizations that design, develop, & implement cross-cultural training programs for persons in international settings.
|
30 |
3 |
| INTE-GE 2861 |
Analysis of the problems of transferring educational techniques, strategies, & institutions from one cultural area to another. Emphasis is on understanding the receiving culture & its views of assistance & intervention in its domestic affairs. Case Studies are drawn from experiences of the Peace corps, AID, the United Nations Development Program, & other nonprofit & government agencies.
|
30 |
3 |
| EDST-UE 1310 |
What is the relationship between extremism & education? This course examines instances & theories of national, ideological, ethnic, religious, & political extremism & their relationship to education. Course participants will analyze how state authorities, rebel movements, extremist associations, & ethnic & religious organizations mobilize youth populations, shape public narratives, & use, manipulate, or abuse ideologies that lay claim to collective identities during the development & transformation of extremist movements. The course pays particular attention to the ways that educational systems have worked to foment & prevent extremism in comparative & cross-national contexts.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| INTE-UE 1532 |
What is the relationship between extremism & education? This course examines instances & theories of national, ideological, ethnic, religious, & political extremism & their relationship to education. Course participants will analyze how state authorities, rebel movements, extremist associations, & ethnic & religious organizations mobilize youth populations, shape public narratives, & use, manipulate, or abuse ideologies that lay claim to collective identities during the development & transformation of extremist movements. The course pays particular attention to the ways that educational systems have worked to foment & prevent extremism in comparative & cross-national contexts.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| HSED-UE 1033 |
This course will examine the origins, development, & meanings of so-called cultural conflict in the United States. Topics will include abortion, gay rights, bilingualism, & the teaching of evolution in public schools.
Liberal Arts Core/CORE Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| EDST-UE 0046 |
This course will examine the origins, development, & meanings of so-called cultural conflict in the United States. Topics will include abortion, gay rights, bilingualism, & the teaching of evolution in public schools.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Society & Social Sciences
|
60 |
4 |
| ACE-UE 0110 |
Students in the Steinhardt School of Education and the School of Nursing are required to take this course. The course builds on Writing the Essay (EXPOS-UA 1) and provides advanced instruction in analyzing and interpreting written texts from a variety of academic disciplines, using written texts as evidence, developing ideas, and writing persuasive essays. It stresses analysis, inductive reasoning, reflection, revision, and collaborative learning. The course is tailored for students in the Schools of Education and Nursing so that readings and essay writing focus on issues that are pertinent to those disciplines.
To view syllabi visit the EWP website: http://www.nyu.edu/cas/ewp/index.html
|
60 |
4 |
| INTE-GE 2811 |
Examination of models of global studies programs offered in the United States & abroad. Focus is on the basic cultural assumptions of the different approaches to global education. Explores the possibilities of developing a model program of global education that focuses on integrated world history & combines global interdependence with cultural particularism for the schools.
|
30 |
3 |
| HSED-UE 1032 |
A study from the 18th to the 20th century of the question, What, if anything, constitutes human nature? From the late 19th century to the present there has surfaced a wide range of data. The course highlights the subjects of race & gender in the debate.
|
45 |
3 |
| EDST-UE 1408 |
A study from the 18th to the 20th century of the question, What, if anything, constitutes human nature? From the late 19th century to the present there has surfaced a wide range of data. The course highlights the subjects of race & gender in the debate.
|
45 |
3 |
| SOED-GE 2325 |
Examination of the process of socialization & its interrelationship with culture in a cross-cultural perspective. Basic issues in the study of the relationship of culture & the individual are considered.
|
30 |
3 |
| PHED-GE 2014 |
Analysis of the nature of mysticism through contemporary readings & original sources. Particular attention to Hindu mysticism & the evolution of Christian mysticism. Lectures on Buddhist, Jewish, & Sufi mysticism.
|
30 |
3 |
| INTE-GE 2806 |
Practices & applications of the various areas of international education at the tertiary level of the United States. Examines key areas in the field: international student & scholar services; study abroad; international recruitment & admissions; institutional linkages; & governance, development, leadership, & protocol.
|
30 |
3 |
| HSED-GE 2079 |
Focuses on two generations of progressive Schulman. This discussion is set in a historical analysis that begins in the 1880s. Among the individuals specifically discussed are John Dewey, George S. Counts, E. L. Thorndike, & Merle Curti.
|
30 |
3 |
| SOED-GE 2089 |
Contemporary sociological theory & research on bureaucratic organization in education, business, & industry. Social setting, functional & dysfunctional aspects, power structures, decision-making, interactive processes.
|
30 |
3 |
| SOED-GE 2091 |
This course explores challenges posed to the development & improvement of education & educational systems in regions undergoing economic & political transition & development. Focus is especially on interventions in curriculum, teacher training, assessment, & reform.
|
30 |
3 |
| SOED-GE 2002 |
Basic behavioral science principles applied to the study of education as a social institution. An examination of social pressures & conflicts that underlie controversies in the field of education. Inequality, innovation, organizational control are some areas to be studied.
|
30 |
3 |
| SOED-UE 1025 |
Processes of urban growth & change as well as the economic, political, social, & psychological consequences of urban growth & change processes, especially as regards education.
|
45 |
3 |
| EDST-UE 1608 |
Processes of urban growth & change as well as the economic, political, social, & psychological consequences of urban growth & change processes, especially as regards education.
|
45 |
3 |
| SOED-UE 1026 |
Presents an understanding of the sociological approaches to work & occupations in modern society. Theories of the nature of society (modern, postmodern, or postindustrial) are considered; relation to class systems, family, & education are considered along with work settings.
|
45 |
3 |
| HSED-UE 1070 |
This course explores the nature & function of higher learning beginning with the Greeks & the ancient academy through the medieval rise of the universities & the expansion of the corporate culture of higher education. Students will be exposed to a vast array of classical works from the fields of philosophy, sociology, economics & the humanities. Student will apply the works of such thinkers as Plato, Kant, Veblen as well as others to ask critical questions about what has shaped their contemporary college experience.
Liberal Arts Core/MAP Equivalent - satisfies the requirement for Texts & Ideas
|
60 |
4 |
| EJST-GE 2006 |
Experiential Jewish education is becoming one of the most innovative & important areas of Jewish education. It has the capacity to inspire learners in many educational settings. This course examines the theoretical underpinnings & practical manifestations within the emerging field of experiential Jewish education. The course enables students to participate in varied Jewish educational settings, interact with their fellow students & reflect on their own practices. Student assessments include diverse assignments that reflect the ways our students teach and learn.
|
30 |
3 |
| SOED-GE 2510 |
Students develop detailed proposals for their thesis research, obtain IRB (Institutional Review Board) approval (when applicable) & commence thesis work.
|
30 |
3 |
| SOED-GE 2511 |
Students will regularly consult with a faculty member as their project develops, & develop strong collegial relations with their fellow thesis-writers. Throughout the tenure of their thesis work, students will be expected to consult with faculty in HMSS & GSAS Sociology who have relevant expertise in students? fields of research specialization.
|
30 |
3 |
| HSED-GE 2235 |
Historical analyses & comparisons of some leading educational theorists of the 20th century. Emphasis on their conceptions of the role of the teacher in the educational process. Includes Montessori, Dewey, Piaget, Skinner, Neill, & Rogers.
|
30 |
3 |
| APSTA-UE 0021 |
Aimed at students who expect to read & interpret, rather than conduct, statistical analyses, this course is designed to help students become better & more critical consumers of quantitative evidence. Using research studies discussed in the popular media & focused on currently debated questions in education & social policy, the course covers key concepts in quantitative reasoning, basic statistics, & research design. Research readings will focus on topical issues regarding early childhood & K-12 education & other social policy issues that affect children.
|
45 |
4 |
| INTE-GE 2878 |
Examines the role of voluntary international non governmental organizations (INGOs) in the United Nations system. Focus on analyzing the organization & operation of INGOs, assessing their impact on local-to-global linkages, lobbying nation-states, & bringing attention to such cross-national problems as human rights, world hunger, women in development, peace & security.
|
30 |
3 |
| INTE-GE 2810 |
This course will explore the place that concern for principles of human rights & academic freedom occupy in the modern university & its mission, focusing on international activities. Students will learn to assess threats to university communities at the regional, national & institutional levels, & will develop a framework for assessing whether & how international higher education activities may be entered into & implemented responsibly & consistently with the highest standards.
|
30 |
3 |
| PHED-GE 2013 |
What has been the school's part in the moral life of the nation? This course studies twentieth-century attempts to address moral issues as they arise in the environment of the school & in the curriculum of the classroom. The course also examines the current emphasis on the development of the character & the exercise of responsibility as an answer to the question "what ought I to do."
|
30 |
3 |
| HSED-GE 2175 |
Past & present theories about the functions of the school in the United States. Includes analyses of radical, liberal, & conservative theories.
|
30 |
3 |
| HSED-GE 2177 |
Analyze the significant books & themes relating to the history of teachers as a group & a history of teaching as a profession in American society. Topics for discussion include: the emergence of teaching as a "women's" profession in the mid-nineteenth century, teachers' associations & unions, the relationship between teachers & education reform, & teacher education.
|
30 |
3 |
| HSED-GE 2176 |
Studies of the theories of Adler, Hirsch, Dewey, Rogers, & others. The aim of the course is to help students clarify & test their own ideas about what?s worth knowing through critical encounters with the ideas of some of the leading educational theorists in the history of education.
|
30 |
3 |
| RESCH-GE 2138 |
This course will help students strengthen the writing competencies they need to produce quantitative & qualitative method dissertations that will convey research findings in a clear, objective style. Course content will position students to begin contributing writings in their scholarly communities. Sequences assignments will address various writing forms & allow students feedback on their work.
|
30 |
3 |
