S E 2016
S
CHOOL OF
E
DUCATIONAL
S
TUDIES
S
PRING
2016 C
OURSE
D
ESCRIPTIONS
J ANUARY 19 – M AY 25, 2016
ED 398 Independent Study (MA)
ED 399 Master’s Thesis or Critique Research (MA)
ED 400M Continuous Registration (MA)
ED 498 Independent Research
2-4 units
1-2 units
0 units
2-4 units
ED 499 Doctoral Study (PhD) 0 units
Sabbatical Leave: Deborah Carter; Philip Dreyer
Notes to Students:
1.
Students finished with coursework register for ED 499 Doctoral Studies and are eligible for one free course audit in the same semester (fall and spring only).
2.
Decisions about cancelling courses with low enrollments (less than 5 students) will be made by 1/15/16.
Affected students will be notified by e-mail.
3.
Holidays:
Spring Break: March 14-18; Caesar Chavez Day observed 3/25/16
Passover & Easter 2016: weekend of 3/25 - 27
4.
AERA Meeting: April 8 – 12, 2016 in Washington, D.C
5.
For add/drop, module dates, graduation, etc., to:
A
CADEMIC
C
ALENDAR
ED 403 Transferable STEM Skills (TSS) for Educators (4 units)
Instructor: Dr. Emily Wiley (ewiley@kecksci.claremont.edu)
Day/Time: Saturdays, 8:30 – 3:30 (1/23, 2/20, 2/27, 3/12, 4/9, 4/30, 5/7)
This class, officially titled Transferable STEM Skills (TSS) for Educators: Methodology & Statistical
Analysis, introduces educators to the process of designing and executing good experiments (with an emphasis on problems from the life sciences, particularly ecology and biology). How does one identify sources of experimental uncertainty? Can they be identified in advance so that the experiment can be designed accordingly? How does one design appropriate controls? What are some common statistical tests and how does one use them appropriately? When can reliable conclusions be drawn from a dataset and when is a dataset too limited? What are effective ways of presenting scientific results? This course seeks to address these issues by offering students hands-‐on experience designing and executing their own authentic experiments, collecting and intelligently analyzing data including uncertainties, and properly reporting their findings through judicious use of graphs, tables, and other visual displays.
Educators will also explore how these concepts and skills are currently being addressed in K-‐12 schools and implications for K-‐12 curriculum development.
Note: This course is open to all Education students but does not qualify as a “Research Tool” class for doctoral students.
Spring 2016 (Rev. 1/20/16)
2
ED 424 Gender and Education (4 units)
Instructor: Linda Perkins (linda.perkins@cgu.edu)
Day/Time: Wednesday, 4:00 – 6:50
This course will examine the historical, philosophical, cultural and sociological issues related to gender and education. The class will focus on issues of race, religion, class, ethnicity, immigrant status and sexual orientation and their impact on gender and schooling and higher education. The first half of the class shall focus upon k-‐12 issues and the second half of the class shall focus upon higher education and professional education. Special attention shall be given to the debates over the differing purposes of education based on gender and the various curricula that have been established to accommodate these perceived differences. The course will explore the historical debate of single-‐sex versus coeducation in education. Among the questions to be addressed are: Do current school practices “short-‐change” girls?
Are schools more “girl-‐friendly,” resulting in lower levels of achievement for boys, particularly in elementary school? Why are boys from African American and Latino backgrounds overrepresented in special education classes, in school expulsions, and other disciplinary actions? Is single-‐sex schooling better for girls, or does coeducation prepare them for the “real” world? Are single-‐sex schools better for minority males? How do immigrant children, often raised more “traditionally,” with strict gender expectations, respond to educational programs aimed at “gender equity”? Why are women now surpassing men in college attendance and graduation rates? What is the role of popular culture in shaping attitudes towards gender expectations for youth? What are the challenges of gay, lesbian, bi-‐ sexual and transgendered youth in education?
ED 426 Social Capital, Cultural Capital, and Educational Opportunity (4 units)
Instructor: William Perez (william.perez@cgu.edu)
Day/Time: Thursday, 7:00 – 9:50 pm
This course will focus on the impact of cultural and social capital on educational trajectories. The procedural knowledge that families have at their disposal about how to ensure their children’s success in the educational system (cultural capital) and the connections that they develop with key institutional agents like teachers, principals, counselors, tutors, other parents, etc. (social capital) play a pivotal role in the educational experiences of students. We will examine the intellectual history of these concepts, current exemplars of research that utilize these concepts, and critical reflection on research traditions.
The course will also focus on the study of social processes and interaction patterns in educational organizations; relationship of such organizations to aspects of society, social class, and power; social relations within school, college, and university; formal and informal groups, subcultures in educational systems; roles of teachers, students, and administrators.
Prerequisite: Education students only or instructor permission.
ED 466 Quantitative Research Practicum (Research Tool) (4 units)
Instructor: June Hilton (june.hilton@cgu.edu)
Day/Time: Monday, 7:00 – 9:50
This course provides an opportunity for the Ph.D. student to conduct a complete empirical investigation utilizing the conceptual material and techniques acquired in ED465. Students will be expected to develop a research problem based on a study of the literature, design a questionnaire that addresses the research questions and operationalizes the variables, develop a sampling plan, distribute the questionnaires with appropriate follow-‐up mailings, develop coding guides and enter the data onto a computer, develop an analysis plan, conduct analyses, and write a research report. In conjunction with the analysis phase, students will be instructed in the use of statistical software, specifically the Windows version of SPSS. Seminar papers should be of publishable quality.
Prerequisites:
ED465 or instructor permission; SES students or instructor permission.
Spring 2016 (Rev. 1/20/16)
3
ED 469 Advanced Statistical Analysis (Research Tool) (4 units)
Instructor: David Drew (david.drew@cgu.edu)
Day/Time: Monday, 7:00 – 9:50 pm
Multivariate techniques presented include multiple linear path analysis, factor analysis, discriminant function analysis, and structural equation modeling. Students are expected to prepare a portfolio in which they apply each of these multivariate techniques to secondary data.
Prerequisites: ED 467; SES students or instructor permission.
ED 473 Qualitative Inquiry: Theory, Models and Methods (Research Tool) (4 units)
Instructor: Mary Poplin (mary.poplin@cgu.edu)
Day/Time: Saturday, 9:30 – 3:30 (1/23, 2/6, 2/27, 3/12, 4/2, 4/16, 5/7)
The purpose of this seminar is to become familiar with the theoretical perspectives and purposes that are foundational to qualitative inquiry, as well as the various models and methods that one can employ.
This seminar will examine selected seminal works in education that have used qualitative inquiry to build, expand, or challenge particular theories of education. Participants will practice designing a research proposal that would employ qualitative research and practice some of the various methods.
Successful completion of a research project in this class will qualify as completion of a research tool.
Note: This course qualifies as a Research Tool
Prerequisite: Completion of 24 (not including transfer) units; ideal is completion of 24 units + one written, approved qual.
ED 519 Higher Education and Democracy (4 units)
Instructor: Linda Perkins (linda.perkins@cgu.edu)
Day/Time: Tuesday, 4:00 – 7:00
The issue of access and higher education is one of continued discussion in American society. This course explores the notion of democracy and access to American higher education. Historically, American colleges were founded for Protestant white males to prepare them for the clergy, government and other positions of leadership. For nearly 110 years, (1636-‐1745) only three colleges existed in the nation (Harvard, College of
William and Mary and Yale). Between the Revolutionary War and the Civil War (1776-‐1863), there was a proliferation of colleges founded throughout the states. The passing of the Morrill Act of 1862 by Congress to set aside land grants for each state to establish an affordable public college for the “sons and daughters of the common man” was important step in making higher education available to larger population of students. In
1890, a second Morrill Act was passed to ensure the access of African Americans to public higher education.
Despite the growth of higher education, in 1946 President Harry Truman established a Presidential Commission to review the lack of access to higher education to large segments of the American society. This document, entitled, “Higher Education for American Democracy”, published in 1947 noted only 16% of college age students were enrolled in college. The Commission noted that having a small elite group of college graduates jeopardized democracy. It noted the barriers that rural, low-‐income, religious and racial minorities, women and non-‐veterans faced in seeking equitable access to higher education. The Commission’s Report resulted in the growth of community colleges, urban commuter colleges, significant changes in college curriculum, and federal aid to higher education (work-‐study, loans and grants) to make higher education more accessible and affordable. This class will look at American higher education in the 60 years since the Truman Commission’s
Report. Some of the topics that will be discussed are: the Truman Presidency and Civil Rights, the politics of higher education, the role of the federal government in higher education, the meaning of “democracy”, the changing history of admissions policies in American higher education, the growth of a tiered system of higher education ranging from the “most selective” to open admissions colleges, the history of exclusion of various groups from higher education, the economics of higher education, and the debate regarding religious colleges obtaining federal funds.
Spring 2016 (Rev. 1/20/16)
4
ED 580B Capstone for Doctoral Research (2 units)
Instructor: David Drew (david.drew@cgu.edu)
Day/Time: Tuesday, 4:00 – 6:50 (1/26, 2/9, 2/23, 3/8, 3/22, 4/5, 4/26)
This course is primarily designed to prepare doctoral students for the process of writing their research outlines and dissertation proposals. In addition, it will allow students to gain the skills necessary to critically evaluate the design of published research in their respective areas of expertise. The target audience for the course is doctoral students in the School of Educational Studies (SES) who have completed their first qualifying exam, research tools (i.e., taken qualitative, mixed, and/or quantitative methods courses), and who are at or near the proposal stage of their doctoral programs. Students will be required to work with their peers and the instructor to craft a mock dissertation proposal which will include the following sections: (1) introduction (i.e., purpose, statement, and research questions), (2) literature review map, (3) theoretical framework, and (4) methods (i.e., sample, data collection, data analysis, and limitations).
Prerequisite: minimum of 62 units of completed course work (including transfer units), two recorded
Research Tools, and one approved qualifying exam.
NOTE: This course is required for all doctoral students in SES entering in summer 2013 or later.
Although the focus will be on proposal development, it does not take the place of the doctoral advisor and dissertation committee. Students must consult with their advisor regarding the expected format and content of their dissertation proposal.
Enrollment Instructions: Students who meet the prerequisites can enroll via the student portal.
Otherwise, e-‐mail cece.gaddy@cgu.edu
to be added to the course waiting list. The SES Office will review the readiness of each student on the wait list and, upon dean/instructor approval, register a maximum of 15 qualified students starting January 8 or sooner. Priority consideration will be given to those who
meet the requirements and have been in the program longest.
ED 581 Education of Immigrant Youth: Psychological Perspectives (4 units)
Instructor: William Perez (william.perez@cgu.edu)
Day/Time: Thursday, 4:00 -‐ 6:50pm
This course examines the current status of immigrant students in elementary and secondary schools in the United States. The course focuses on the unique challenges that immigrant students place on educators and schools administrators. Readings and class discussions are intended to put into sharp focus the issues of immigrants in U.S. schools. Particular attention is given to strategies employed by immigrants of all ages to adjust to U.S. schools and culture. As part of this discussion, the psychological world of immigrant students is explored since this is critical in understanding the final academic attainment of these students.
The readings in the course come from a variety of sources that explore the dilemma of adult immigrants in the U.S. and the difficulties faced by their children in schools. Special attention is given to the psychological dimensions of adjustment of immigrant students and their families, and the role of
teachers and schools serving these students.
Spring 2016 (Rev. 1/20/16)
5
ED 601 Research Methods and Design (4 units) (Research Tool)
Instructor: Susan Paik (susan.paik@cgu.edu)
Day/Time: Saturday, 9:30 – 3:30 (1/23, 2/6, 2/20, 3/5, 3/19, 4/2, 4/16, 4/30)
The purpose of this course is to introduce doctoral-‐level education students to quantitative and qualitative educational research traditions, procedures, theories, and methods. Emphasis is placed on identifying methods appropriate for particular research questions and conducting disciplined inquiry regardless of method selected. Students will be expected to compare and contrast various measurement tools used in educational research and to label those tools that will be useful in their own research.
Note: Completion of Quant 1 (ED 465) prior to (or concurrent with) this course is strongly recommended. This course is an introduction to research methods and design; the content of the course can be helpful and applied throughout the doctoral program. The ideal time to take ED 601 is earlier in the program (as early as second to the fourth semester) and it should not be taken as one of the last courses in your program plan. Students who are interested in developing their dissertation proposals should take ED 580B Capstone for Doctoral Research.
Prerequisite: Completion of at least 10-‐12 units (3 courses) in PhD program and instructor permission.
Education PhD Students only (12 students max).
Enrollment Instructions: If interested in the class, please e-‐mail Cece Gaddy (cece.gaddy@cgu.edu) and indicate in the email subject line: ED 601 Spring 2016. Provide the following information: 1) number of units completed in the PhD program (CGU and/or SDSU-‐CGU Program), and 2) identify any methods courses (research tools) taken as part of those units. Permission number will be issued via email upon
instructor approval.
New: ED 643 Educational Program Evaluation (4 units) (Research Tool)
Instructor: Lucrecia Santibañez (Lucrecia.santibanez@cgu.edu)
Schedule: Mondays, 4:00 -‐ 6:50
This class will introduce students to the knowledge, skills and tools they will need to conduct quantitative program evaluation in education, including impact evaluation. In particular students will learn skills to conduct rigorous educational evaluations as well as correlational/descriptive studies.
Topics covered will include randomized control trials, quasi-‐experiments, differences-‐in-‐differences, regression discontinuity design, and propensity score matching. Other topics include sampling, power analyses, error clustering, and fixed/random effects. Students will learn to analyze data and produce reports using STATA statistical analysis software. Emphasis is on applied analysis and intuition, and less on formal mathematical/statistical theory.
Prerequisites: Knowledge of multiple regression analysis is required. Contact Dr. Santibañez if you have questions.
Note: This course qualifies as a research tool. You do not need to have a personal STATA license as we will use the computers in the lab for all of our class work. However, for those wishing to do so, 1-‐year
personal licenses can be purchased at student prices ($75-‐$125) from www.stata.com.
Spring 2016 (Rev. 1/20/16)
6
New: ED 654 Higher Education and the Law (4 units)
Instructor: Ron Vera (rvera@verabarbosalaw.com)
Day/Time: Tuesday, 7:00 – 9:50
This course will have a twofold purpose. First, we will examine the legal underpinnings of our post-‐ secondary colleges and universities, and explore how such institutions – private and public -‐ evolved in a legal context and how federal and state regulations came into play on campuses. The second
perspective discusses legal concepts in individual college settings and the issues affecting the relationships and interests of the various members of the campus community. In each perspective, we will address how various laws and legal policies impacts particular roles, functions, and responsibilities of postsecondary administrators.
New: ED 659 Contemporary Issues in Higher Education (4 units)
Instructor: Scott Thomas (scott.thomas@cgu.edu)
Day/Time: Wednesday, 7:00 – 9:50
This seminar is designed to explore pressing contemporary topics in higher education. While there are many pressing topics to choose from, this semester we will focus on: 1) campus violence; 2) the crisis in
college and university leadership, and 3) the impending reauthorization of the all-‐important Higher
Education Act of 1965. We will devote five weeks to each topic with the objectives of a) understanding the urgency of each issue, b) identifying what we know about the issue from our current research base, and c) specifying likely directions for future research and policy action.
New: ED 659 Higher Education and the Public Good (4 units)
Co-‐Instructors: Scott Thomas ( scott.thomas@cgu.edu
)
Jack Scott (jack.scott@cgu.edu)
Day/Time: Wednesday, 7:00 – 9:50
Through this seminar we will explore our understanding of the complex ways in which higher education contributes to the individual and society. As it was almost 40 years ago when Howard Bowen wrote his now classic book, Investment in Learning , our ability to measure the effects of college is limited and imprecise. Through this seminar we will examine the identification and measurement of public goods produced in higher education as well as conceptions of the public good found in social and economic theory. We will come to understand how the public good relates to interests in university organization and governance, resource allocation, access, autonomy, and market-‐based reform approaches to higher
education.
ED 667 Research on Effective Schools and Teachers (4 units)
Instructor: Mary Poplin (mary.poplin@cgu.edu)
Day/Time: Fridays, 5:00 – 10:00 (1/22, 2/5, 2/26, 3/11, 4/1, 4/15, 4/29, 5/6)
Participants will review the literature on school and teacher effectiveness particularly as it relates to academically vulnerable children, adolescents and young adults, as well as study the history and current status of the achievement gap by race, language and economic status. We will examine these issues from elementary school through high school and into college transitions. Each participant will take a
specific issue to study more in depth and build a literature review to share with other seminar participants.
Spring 2016 (Rev. 1/20/16)
7
URBAN LEADERSHIP CLASSES
ED 622 School Climate, Classroom Climate, and Teaching Quality: What are they and how do we
measure them?
Instructor: Kyo Yamashiro (kyo.yamashiro@cgu.edu)
Day/Time: Saturdays, 10:00 – 4:00 (1/23, 2/6, 2/27, 3/12, 4/2, 4/16, 5/7)
Location: CGU
This seminar course will examine the literature base around several broad and sometimes intangible aspects such as school climate, classroom climate, and teaching quality in K-‐12 schools. We will start by exploring different ways that these concepts have been defined and broken down into subconcepts in the literature. We will then examine ways that researchers, educators, and policy makers have attempted to measure these concepts/subconcepts, and with what degree of “success.” Definitional terms will be considered, measurement concepts and challenges will be explored, and research evidence will be weighed. Students will develop their own position paper on one aspect of these topics, and argue – using the research evidence – for the best way to measure and monitor that aspect in schools.
Note: Required for 2015-‐2016 Urban Leadership (UL) cohort and open to other UL and non-‐UL students,
as space allows.
ED 620 Urban Education: Context, Policy, and Practice for School Leaders
Instructor: Thomas Luschei ( thomas.luschei@cgu.edu
)
Day/Time: Fridays, 5:00 – 10:00p (1/22, 2/5, 2/26, 3/11, 4/1, 4/15, 4/29, 5/6)
Location: CGU
African-‐American, Asian-‐American, and Latino children now represent the majority of students in public elementary and secondary schools in the United States. In California, ethnic and racial minorities make up over 70% of the public elementary and secondary school population. The education of these children, who are largely concentrated in urban schools, is critical for the future of the American economy and society, yet many challenges—including poverty, language, and an inequitable distribution of school resources—make the education of minority children in urban areas a major dilemma for educators and policy makers. This course examines the context and challenges of educating minority students in urban schools, with a focus on the state of California. Readings and discussion will cover: (1) the context of schools in urban areas and rationales for studying and investing in these schools; (2) racial and poverty-‐ based gaps in student achievement, attainment, and educational opportunities; (3) empirical and theoretical explanations for these gaps, with an emphasis on the influence of school resource inequities, poverty, and language; and (4) the role of educational policy makers, school leaders, and teachers in efforts to close these gaps.
Note: Required for 2015-‐2016 UL cohort and open to other UL students; instructor permission required
for non-‐UL students.
Spring 2016 (Rev. 1/20/16)