SCHOOL OF EDUCATIONAL STUDIES
CURRENT COURSE DESCRIPTIONS
TABLE OF CONTENTS
(CLICK NUMBER TO JUMP TO PAGE)
MASTER LIST OF COURSES ....................................................................................... 2
RESEARCH TOOLS...................................................................................................... 14
URBAN LEADERSHIP ................................................................................................. 16
ED 398 Independent Study (MA)
ED 399 Master’s Thesis or Critique Research (MA)
ED 400M Continuous Registration (MA)
ED 498 Independent Research
ED 499 Doctoral Study (PhD)
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MASTER LIST OF COURSES
ED 403 Transferable STEM Skills (TSS) for Educators
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.
ED 407 Education Policy
This seminar is designed to provide students with an understanding of the systems, structures, and
forces that shape K-12 educational policy. It examines who makes policy for education, how
contending policy agendas and goals for education are negotiated, how systems and the educators
within them respond to policy and how implementation changes policy on the ground. These
questions will be explored by analyzing selected contemporary policy issues confronting education
in the United States, and investigating the evidence that research brings to bear on the debates. The
course will explore K-12 educational politics and policymaking at the federal, state, and local levels,
and will specifically explore policies related to standards, assessment and accountability; teacher
evaluation and other teacher policies; and school reform and school choice. Students will read about
these issues in general and explore them in more detail through their assignments. The course is
designed to help students become educated consumers of a variety of current education policy
discussion.
ED 424 Gender and Education
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 singlesex 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 425 Race and Racism in Education
This course is designed to introduce and broaden students' understanding of the foundations of
racial inequities in education. The course addresses how racism has shaped students' educational
experiences and outcomes, and major themes that will be covered in the course are: racial formation,
critical race theory, stereotype threat, implicit bias, and modern forms of racism.
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ED 426 Social Capital, Cultural Capital, and Educational Opportunity
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.
Prerequisites: For education students only.
ED 438 From Behaviorism to Postmodernism: Learning and Pedagogical Theories
Philosophic, psychological and socio-political assumptions have yielded a number of distinct
pedagogies and learning theories in the 20th Century that shape classrooms in schools and
universities. This seminar will examine the philosophic and theoretical underpinnings of five major
groups of learning/teaching theories that currently inform work in schools. These include:
behaviorism, constructivism, multicultural, relational, critical and classical educational theories. We
will compare these learning/teaching theories historically to views of teaching and learning prior to
modernity and explore the impact of postmodern thought as well. Attention will be given to the
theories as they impact education 1) across developmental ages, from young children to adults and
2) across the contexts of culture, gender and economic differences. We will also explore
epistemologically the way in which these theories suggest very distinct views of what constitutes
knowledge.
Note: This course or ED 618 is required for students planning to take the Teaching and Learning
Great Books Qualifying Exam offered annually.
ED 441 Breaking the Cycle of Predictability
Students will examine the current situation of populations of students who have been historically
unsuccessful in our schools. The class will explore factors that have contributed to this cycle of
predictability and examine ways to break these patterns of failure. The core of this class examines
the issues that affect students of color, poverty and students whose primary language is other than
English. Students are asked to look at the current conditions of public schooling in America that
contribute to cycles of predictable failure.
Prerequisites: Urban Leadership PhD students only
ED 457 Economics and Finance of Higher Education
This course provides a practical and essential understanding of the financial nuances and current
challenges of higher education that will serve both the student wanting to pursue a career in higher
education as well as those students who want to better understand and participate in the current
dialogue of higher education issues. The course has four goals: 1) to provide an introduction to the
economics of higher education, including an understanding of economic theories and key concepts
that link education and economics; 2) to study the inner workings of higher education finances, such
as major components of revenue and expenses and their interrelationships; budgeting and reporting;
and the management of endowment, facilities and debt; 3) to review important federal and state
policies related to the funding of colleges and universities; and 4) to examine the debate about the
rising costs of higher education in the United States. The course will include presentations by guest
speakers intimately familiar with several aspects of higher education finance and economics (e.g.
endowment, admissions, financial aid, philanthropy and other areas).
Note: There are no prerequisites and no prior knowledge of economic theory is needed.
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ED 459 Historical & Philosophical Foundations of American Higher Education
This seminar explores major trends in American higher education from colonial times to the present.
Attention is given to the political, social, and economic contexts within which American higher
education has evolved and to the philosophical orientation of colleges and universities as manifested
primarily in their curricula.
ED 461 The College Student Experience
This course focuses on the college student experience and related literature, theory, and
research. Special consideration is given to the increasing diversity of college students, identity issues
in college, factors that influence success, and implications for practice in college and universities.
Students will have an opportunity to focus on a topic of their choosing.
ED 465 Quantitative Research Methods
This course is a thorough introduction to the acquisition and analysis of educational research
data. Topics include: conceptualizing a research problem, methods of gathering data, interview and
questionnaire construction, coding and structuring data, descriptive statistics, statistical inference
concepts, contingency tables/chi square analysis, t-test, one-way analysis of variance, correlation and
bivariate regression. Conceptual foundations of these techniques rather than formulas are
emphasized; the course can accommodate students with minimal mathematics backgrounds.
Prerequisites: Education students only
ED 466 Quantitative Research Practicum
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.
Prerequisite: ED 465, education students only
ED 467 Applied Multivariate Analysis
This course includes a thorough treatment of the conceptual basis, mathematics, and applications of
multiple regression and logistic regression. An introduction to multiple linear path analysis is
included. Students are asked to implement these techniques with research data.
Prerequisites: EDUC 466, EDUC students only
Note: Permission number required to enroll.
ED 469 Advanced Statistical Analysis
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: EDUC 467, education students only
ED 472 Educational Assessment Methods
An exploration of techniques for evaluating and assessing educational outcomes, including student
learning, curriculum effects, teacher competency, and the impact of large-scale programs. Emphasis
will be placed upon traditional forms of educational testing and research design, including both
quantitative and qualitative techniques, in order to provide students with the necessary skills to
conduct their own research and to understand the policy and equity issues surrounding educational
reform movements. Statistical skills are encouraged but not required.
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ED 473 Qualitative Inquiry: Theory, Models and Methods
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.
Prerequisite: 24 semester units completed
ED 476 Research on School Capacity Building and Effective Schools
We will explore the new research on school capacity building, earlier research on effective schools in
urban environments, and related contemporary work. Participants will be encouraged to engage
these concepts in terms of their own work in administration and teaching, as well as to extend the
work into other areas, such as teacher motivation, school and teacher effectiveness, professional
development, principal effectiveness, and policies and procedures to monitor and improve school
accountability. The course is primarily designed for those most interested in school leadership,
largely conceived.
ED 519 Higher Education and Democracy
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.
ED 525 Topics in Teacher Education
In this course, participants will examine a range of topics central to teacher education, including
recent reports and critiques of teacher education, effective teacher research, new pathways to
teaching, and recent dissertations on teachers and teacher education. Each participant will take a
topic for research and present to the other members their literature review on that particular
topic. Each participant will need to take one day for observations of effective teachers/schools.
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ED 528 Core Competencies for Teacher Educators
This class is designed for people who are interested in teacher quality and teacher
preparation/development, including principals, teacher educators, instructional coaches and leaders,
etc. The course uses the nine standards for accomplished teacher educators identified by the
Association of Teacher Educators. Each standard is linked to seminal texts that will be read and
discussed seminar-style. As a core project, each student in the class will do a literature review on a
teacher competency and then, using the information gathered in the literature review, design a multimedia project that introduces the competency to a novice teacher and/or teacher-in-training.
ED 543 Educational Measurement and Evaluation for School Leaders
The course will train school leaders in the educational measurement, evaluation and research
principles necessary to support teaching and learning at the school or district level. Topics include
selecting or developing instructionally useful assessments, formative assessment with classroom
teachers, interpreting accountability and large scale assessment results, selecting research-based
instructional programs, and implementing site-based continuous improvement systems (formative
evaluation). Course assignments include 1) creating a needs assessment; 2) developing a survey to be
used in program evaluation 3) developing a program evaluation logic model; and 4) creating an
evaluation plan. In addition, interpreting Value-Added teacher evaluation, understanding the new
Common Core assessment systems, and aligning current assessments to the Common Core and other
current educational reforms as they occur will be addressed.
Prerequisites Urban Leadership PhD students only
ED 556 K-16 Literacy: Language, Culture, and Achievement
This course will feature a variety of presenters who will explore recent theory, research, and practice
in the areas of written and spoken language instruction across ages, cultures, languages, and
settings. Topics will include: dual language instruction, English language learners, AVID, and AP
specifically in elementary, middle, and high schools, as well as community colleges.
ED 573 Prison Education Community-based Education and Social Change
This course will explore how community-based education projects can be framed as strategies for
social change in local communities and specifically in the prison industrial complex. Bridging the
divide between academia and activism, this course provides students with an opportunity to create
and facilitate curriculum based on their area of expertise within the college classroom of a local
incarceration facility (men's prison in Norco, Ca). Through experiential learning (on-going
participation in this community-campus partnership), students will engage in hands-on applications
of community-based education. In addition, this course will offer opportunities for critical selfreflection and, through their community engagement, students will become aware of local
knowledge, assets, and alternative education projects. The course will examine current scholarship
on the praxis of community building and social change through an engagement with texts, guest
speakers, and community internships. Specifically, it will explore the complex intersections of social
justice and alternative educational practices within the context of mass incarceration and prison
education. Each class session will begin and end at CGU, and every other class meeting will include a
trip to the prison. Each student will assume the role and responsibilities of the community-based
educator by leading curriculum development and hands-on instruction during one of the weekly
classroom workshops inside the prison.
Note: Students will be responsible for weekly transportation to/from prison (carpooling will be
arranged and prison education will occur during this class time); all students will need to provide
legal name, DOB, and driver license number in order to undergo a clearance process ahead of time.
Enrollment limited to 10; open to all CGU MA and PhD students.
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ED 580A Proseminar for Doctoral Study
This is a required course for all first-year doctoral students in the School of Educational Studies (SES)
entering fall 09 or later. The course has four main components: (1) to provide students with the
opportunities to prepare for success in the “scholarly life,” and more specifically, SES’s Ph.D.
program; (2) to introduce students to the major issues and seminal research in education; (3) to
introduce students to the SES faculty; and (4) help students develop connections with each other and
with the faculty to create a community of learners and scholars.
The Proseminar will help students build on their professional skills and experiences by providing
support to develop the academic skills expected and required in Ph.D. courses and in the qualifying
exam/dissertation work. In particular, we will focus on (1) qualifying exam planning, (2)
dissertation planning, (3) academic skills, and (4) the development of a plan for the attainment of
required competencies (e.g., research, college instruction, advocacy, leadership), and learn the steps
and procedures required to complete doctoral study, including a timeline and plan for successful
completion.
ED 580B Capstone for Doctoral Research
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).
Prerequisites: EDUC PhD students, Research Tools 1 and 2, 62 semester units completed, Qualifying
paper #1
Note: This course is required for all doctoral students in SES entering in Summer 2013 or later.
ED 581 Education of Immigrant Youth: Psychological Perspectives
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.
ED 584 Cultural Models of Education: International Perspectives
This course will present a comparative analysis and evaluation of educational systems, cultural
perspectives to learning, psychological-sociological factors, and present-day issues in regards to
teaching and learning. The course will help students come to appreciate differences in educational
systems and structures, broaden perspectives, and become aware of critical issues facing schooling in
the U.S. and elsewhere. Case studies will focus on East Asia and the U.S. to discuss policy implications
for American schooling, but are not limited to Asian countries. Discussion on diverse cultural models
of education and issues are encouraged. Those students who are interested in international
perspectives or comparative studies in education policy and practice may find this course helpful.
Prerequisites: EDUC students only or permission from instructor
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ED 601 Research Methods and Design
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.
Prerequisites: EDUC PhD student, 10 or more EDUC semester units
ED 620 Urban Education: Context, Policy, and Practice for School Leaders
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.
Prerequisites: Urban Leadership PhD students
ED 621 Educational Policy for School Leaders
This seminar is designed to ensure students become educated consumers of a variety of education
policy debates and to provide students with an understanding of the forces that shape educational
policy. The course will explore educational politics and policymaking in the U.S. at the federal, state,
and local levels. The course emphasizes issues related to education policy in elementary and
secondary education, including policies related to teacher evaluation; standards, assessment and
accountability; and school reform and school choice. This seminar examines who makes policy for
education, how contending policy agendas are negotiated or publicly debated, and what broader
forces are in play in policy processes. These questions will be explored by analyzing selected
contemporary policy issues confronting education in the United States and placing them in historical
context, and investigating the evidence that research brings to bear on the debates. Students will
read about these issues in general and explore them in particular cases.
Prerequisite: Urban Leadership PhD students
ED 622 School Climate, Classroom Climate and Teaching Quality: What are they and how do
we measure them?
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.
Prerequisite: Urban Leadership PhD students
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ED 623 English Language Learners in Urban Education
This course will present an overview of the major challenges faced by English Language Learners
(ELs) in the U.S. The course will begin with a description of the historical background, current issues,
and debates around teaching and learning for EL populations. We will explore social factors that
influence EL achievement, such as social inequality, immigration, poverty and parental engagement.
Next, we will discuss programs and instructional practices that seem to work for EL students, as well
as broad questions relating to teachers of EL students (preparation, skills) and resources. The course
will also discuss the politics surrounding past and present debates around ELs. In particular, we will
review policies and laws to ban bilingual education, policies that have led to sorting and segregation
of EL students, and legal challenges to the Equal Educational Opportunity Act on behalf of English
Language Learners (e.g. the case of Arizona and The Civil Rights Project). Lastly, we will review
evidence to support language minority student learning in other countries that have large
proportions of students speaking a non-dominant language.
Prerequisites: Urban Leadership students only or instructor permission
ED 640 Policy-making for Education
We expect a great deal from our schools, students, teachers and administrators. Americans demand
many things for children in schools: preparation for democratic citizenship, learning to be
economically productive and self-sufficient, empowerment for effective competition with their peers
in the broader economy and society, among other things. In this course we will study the policymaking process and how policy-makers respond to these demands at all levels of government in the
United States. We will read a variety of research and views on who does and should control
education policy in schools, school districts, states, and nationwide. Much of the syllabus will focus
on standards-based education, but we will also consider important school reform controversies
including charter schools, testing, school finance, the education of English Learners, and school
segregation. This course is appropriate for all Education students, including Teacher Education
students completing MA units.
ED 641 Effective Educational Policies for English Language Learners
This course will present an overview of the major challenges faced by English Language Learners
(ELs) in the U.S. The course will begin with a description of the historical background, current issues,
and debates around teaching and learning for EL populations. We will explore social factors that
influence EL achievement, such as social inequality, immigration, poverty and parental engagement.
Next, we will discuss programs and instructional practices that seem to work for EL students, as well
as broad questions relating to teachers of EL students (preparation, skills) and resources. The course
will also discuss the politics surrounding past and present debates around ELs. In particular, we will
review policies and laws to ban bilingual education, policies that have led to sorting and segregation
of EL students, and legal challenges to the Equal Educational Opportunity Act on behalf of English
Language Learners (e.g. the case of Arizona and The Civil Rights Project). Lastly, we will review
evidence to support language minority student learning in other countries that have large
proportions of students speaking a non-dominant language.
Prerequisites: EDUC students only
ED 642 Economic Analysis of Education
This course is designed to provide students with an overview of economic and finance issues in
education. The course is divided into three sections (1) Principles of Economics applied to education,
(2) Economics as a tool for education analysis, and (3) Introduction to school finance. The first
section provides an overview of basic economic concepts and illustrates how they can be useful in
thinking about issues facing educators and policymakers. The second section introduces students to
the role of empirical economic analysis as a tool to analyze educational issues and make policy
choices while the third section provides an introductory discussion of school finance issues.
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ED 643 Educational Program Evaluation
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-indifferences, 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.
Note: 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.
ED 654 Higher Education and the Law
This course will have a twofold purpose. First, we will examine the legal underpinnings of our postsecondary 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.
ED 657 Access & Equity in Higher Education
This course is designed to introduce individuals to the research, theoretical, and practical issues
surrounding access to college and equity in institutions of higher education institutions. This course
specifically addresses access and equity issues as they relate to racial/ethnic minority groups and
socioeconomic status. The major themes covered in the course are: college choice, affirmative action,
community colleges, financial aid, and access to the professoriate.
ED 658 What Do Universities Do? Public Policy and Leadership in Higher Education
What do universities do? Higher education is a provocative topic today. As access has steadily
increased, so have expectations for what universities and colleges can and must accomplish. Though
rife with seemingly irreconcilable concerns and responsibilities, higher education is also inextricably
linked to economic and social opportunities. The stakes are high. In this course, participants will
explore the myriad leadership and policy concerns facing higher education.
With the aid of diverse readings, guest speakers, and the experience of President Emerita Pamela
Gann, students will synthesize their understanding in a research project regarding a particular policy
concern at a specific institution.
ED 659 Higher Education and the Public Good
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.
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ED 661 Exploring “Alternative” Teaching/Learning Environments
If they are not in traditional public schools, where are they? Most people’s understanding of the
teaching/learning process is tied to the “brick and mortar” concept of traditional K-12 schools. This
perspective is limiting for it neglects to acknowledge the wide array of venues in which
teaching/learning can and does occur. This course aims to expand the teacher’s understanding of the
wide array of teaching/learning environments in which youth learn…and to explore the
philosophical underpinnings of these environments. Students should expect to read and take notes
upon texts (and, hence, be prepared to do a lot of reading and note-taking in a fairly short period of
time); lead and participate in seminar discussions; participate in field visits in the greater Southern
California area; and reflect upon their own learning and teaching experiences. To be clear, the class
will include “field observations.” (As a class we will observe various educational settings and
determine what types of theories are guiding these institutions’ practices. Because of these site visits,
not all classes are held at CGU. This course is designed with the interests of Teacher Ed MA students
in mind. Interested doctoral students are encouraged to contact the instructor.
ED 665 What Works: Effective Schools and Classrooms
Participants will examine research that has identified effective practices in schools and classrooms.
We will explore the relationship of these practices to contemporary theories of schooling and
pedagogy and to cultural and economic diversity. There will be one full day set aside to visit highly
effective teachers in their classrooms. This course is exclusively for MA students in Teacher
Education. Each participant will need to take one day for observations of effective teachers/schools.
ED 667 Research on Effective Schools and Teachers
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.
Prerequisites: EDUC students only
ED 672 Asian American Diversity and Education
This course is an introduction to issues and perspectives regarding Asian Americans and their
educational experience in the U.S. The course will provide cultural, historical, and educationalpsychological lenses in understanding Asian Americans in terms of their schooling, achievement, and
other issues (e.g. immigrant experiences, family and community influences). The course will address
the diversity in Asian American cultures and achievement variations within and between groups.
Discussion of the course will highlight major Asian groups in the U.S. and will examine the issues
facing Asian American students.
Prerequisites: EDUC students only
ED 676 The Politics of Urban School Reform
This course is offered with the understanding that politics may actually reap benefits for
underserved school children, and that educators who want to better serve those same children need
to navigate successfully the political environments in which they find themselves. Drawing on his
experiences as an urban superintendent, a federal court monitor, and a state board of education
member, Professor Cohn will lead students in a seminar conversation on those aspects of politics that
influence reform agendas at all levels of government. Using cases from the front lines, students will
have an opportunity to think about themselves as political actors on several stages as they work to
improve schools, districts, charter-management organizations, and other governmental entities. In
addition, the course will focus on the dramatic changes under discussion in California educational
policymaking, including the Common Core State Standards, LCFF/LCAP, the Vergara decision, the reexamination of Special Education, and the implementation of alternative discipline practices.
Prerequisites: EDUC students only
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ED 684 Strategic Management of Human Capital in High Performing School Districts
What are the best urban school systems doing to develop talented teachers and principals? Which
school systems have the courage to put the best teachers in front of the neediest students? Why are
traditional human resource departments becoming obsolete in urban school systems? Why are
foundations, think tanks and the government investing millions in new strategies designed to close
the achievement gap once and for all? Is tenure as we know it going away in K-12 urban school
systems? Are merit pay and alternative compensation schemes the wave of the future?
In addition to answering these questions, this course will focus on both the challenges and
rewards of managing human capital in a strategic way. Case studies of high performing urban
systems that are designing new approaches to recruitment, selection, hiring, development and
compensation of teachers and principals will be explored. These urban school systems have
successfully used cutting-edge HR strategies in ways that improve both instruction and student
achievement.
Over the course of the seminar, students will develop a research paper that critiques and measures
the HR department in the district where they are working against these new emerging strategies.
ED 689 Education Across the Americas: Cross National Education Trends and Issues in North
America, Latin America, and the Caribbean
This course draws on theory and evidence in international comparative education to explore
common educational issues across the Americas, such as the education of migrant and transnational
youth, the cross-national exchange of educational practices and policies, and the role of international
organizations in educational change. The course begins with an overview of theory and research
from the field of international comparative education, drawing on various disciplines including
economics, sociology, political science, and anthropology. The course will then examine crossnational differences in educational achievement and attainment using a framework of access, equity,
and quality. Finally, students will engage in case studies of several cross-national educational
innovations across the Americas, including conditional cash transfer programs in Mexico and Brazil;
the expansion of Colombia’s Escuela Nueva rural school program across Latin America; and the
emergence of United States innovations like Teach for America in many Latin American countries.
ED 693 Change of Perspective in Mathematics
Change of perspective is a fundamental and unifying theme in mathematics. It can also be a potent
pitfall for students who might be prone to seeing mathematics as a confusing collection of
tricks. This seminar will examine the ubiquitous presence of change of perspective in mathematics
(consider, for example, u-substitution, change of coordinates, Bayes' Theorem, combinatorial proofs,
equivalent fractions, and the simple fact that 2 + 3 = 3 + 2), and why change of perspective is
necessary and important when learning, teaching, and doing research in mathematics. We will also
work together to design lessons that will help your students turn potentially confusing tricks into
powerful mathematical techniques and insights.
ED 694 Chicanas/os-Latinas/os and Education
Ideal for educators working with Latinas/os, this course centers the schooling experiences of
Chicanos/Latinas in the U.S. and explores four key questions: (1) What are the historical and
institutional processes related to the educational experiences of Chicanas/os-Latinas/os; (2) how are
power, privilege, inequality, and exclusion manifested and contested in the educational system; (3)
what are the significance of race, class, gender, and generation on schooling, and (4) what are
strategies for transforming classrooms, schools, and society? Overall, special attention is given to
Chicana/o-Latina/o Studies, critical pedagogy, research methodologies, (im)migration and education,
and the relationships between school factors and educational experiences.
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ED 698 Teaching and Learning in Developing Countries
This course explores the context and challenges of improving educational access, equity, and quality
in the developing world. The course is divided into three sections. Section 1 provides an introduction
to education in the developing world, including rationales for studying and investing in education in
lower-income countries, progress toward achieving the goals of the global Education for All (EFA)
movement, current educational status and trends in the developing world, the role of international
actors in educational development, and the context of teaching and learning in the developing world.
In Section 2 we develop a framework of access, equity, and quality to understand important
educational phenomena in developing countries. In the final section we apply this framework to
explore key educational issues across several world regions, including Latin America and the
Caribbean, Sub-Saharan Africa, South Asia, and East/Southeast Asia.
Prerequisites: EDUC students only
ED 700 Teacher Quality and Teacher Labor Markets
The objective of this course is to understand and apply economic and interdisciplinary approaches to
assess teacher quality and teacher behavior. Topics include identifying and recruiting effective
teachers, evaluating teacher performance, the supply and demand for teachers, the distribution of
teachers, and the role of incentives in influencing teachers’ decisions about where and how they
teach. The course will also explore global perspectives on teacher quality and related policies.
Prerequisites: EDUC students only or departmental approval
ED 701 Advanced Theory, Methods, and Design
The purpose of this advanced doctoral course is to continue building research skills in theory
development and application, conceptual understanding of key constructs, methods and design
construction, and its application to praxis in the field of education. The course will help students to
appreciate and conduct disciplined inquiry to “researchable” questions regardless of method
selected, understand theories and research designs, and identify various measurement tools that can
be applied to their own research.
Prerequisite: Successful completion of ED601 (Research Methods & Design) and Instructor
Approval needed. For advanced Education PhD Students only (10 students max). This course is not
for new students and should be taken later in the program.
Enrollment Instructions: If interested in the class, please e-mail Professor Susan Paik and indicate
in the email subject line: ED 701 Fall 2016. Provide the following information: 1) reason for interest
in taking an advanced methods and design course, 2) number of units completed in the PhD program
(CGU and/or SDSU-CGU Program), and 3) identify any methods courses (research tools) taken as part
of those units. Permission number will be issued via email upon instructor approval.
TNDY 404L Exploring Judeo-Christian Knowledge across the Disciplines
In the last several decades, prominent intellectuals have begun to challenge the secularization of the
West and the Western academy. Scholars across disciplines and worldviews suggest that there is
unique knowledge inherent in the Judeo-Christian worldview that is foundational to the various
spheres of public and academic life. In addition, there are scholars who articulate unique
contributions of Judeo-Christian thought across the academic disciplines. This Transdisciplinary
seminar will examine 1) the contemporary challenges to secularism, 2) the intellectual principles of
Judeo-Christian thought as compared to other worldviews, 3) the application of these principles
across various disciplines and 4) examples from various scholars’ work across the disciplines. This
course is designed for those graduate students working within Judeo-Christian institutions and those
interested in the general topic. Participants in the various fields will work together in
Transdisciplinary groups to develop a final project on a related topic.
Note: This course satisfies the transdisciplinary requirement for PhD students.
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RESEARCH TOOLS
ED 465 Quantitative Research Methods
This course is a thorough introduction to the acquisition and analysis of educational research
data. Topics include: conceptualizing a research problem, methods of gathering data, interview and
questionnaire construction, coding and structuring data, descriptive statistics, statistical inference
concepts, contingency tables/chi square analysis, t-test, one-way analysis of variance, correlation and
bivariate regression. Conceptual foundations of these techniques rather than formulas are
emphasized; the course can accommodate students with minimal mathematics backgrounds.
Prerequisites: Education students only
ED 466 Quantitative Research Practicum
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.
Prerequisite: ED 465, education students only
ED 467 Applied Multivariate Analysis
This course includes a thorough treatment of the conceptual basis, mathematics, and applications of
multiple regression and logistic regression. An introduction to multiple linear path analysis is
included. Students are asked to implement these techniques with research data.
Prerequisites: EDUC 466, EDUC students only
Note: Permission number required to enroll.
ED 469 Advanced Statistical Analysis
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: EDUC 467, education students only
ED 472 Educational Assessment Methods
An exploration of techniques for evaluating and assessing educational outcomes, including student
learning, curriculum effects, teacher competency, and the impact of large-scale programs. Emphasis
will be placed upon traditional forms of educational testing and research design, including both
quantitative and qualitative techniques, in order to provide students with the necessary skills to
conduct their own research and to understand the policy and equity issues surrounding educational
reform movements. Statistical skills are encouraged but not required.
ED 473 Qualitative Inquiry: Theory, Models and Methods
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.
Prerequisite: 24 semester units completed
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ED 601 Research Methods and Design
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.
Prerequisites: EDUC PhD student, 10 or more EDUC semester units
ED 643 Educational Program Evaluation
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-indifferences, 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.
Note: 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.
ED 701 Advanced Theory, Methods, and Design
The purpose of this advanced doctoral course is to continue building research skills in theory
development and application, conceptual understanding of key constructs, methods and design
construction, and its application to praxis in the field of education. The course will help students to
appreciate and conduct disciplined inquiry to “researchable” questions regardless of method
selected, understand theories and research designs, and identify various measurement tools that can
be applied to their own research.
Prerequisite: Successful completion of ED601 (Research Methods & Design) and Instructor
Approval needed. For advanced Education PhD Students only (10 students max). This course is not
for new students and should be taken later in the program.
Enrollment Instructions: If interested in the class, please e-mail Professor Susan Paik and indicate
in the email subject line: ED 701 Fall 2016. Provide the following information: 1) reason for interest
in taking an advanced methods and design course, 2) number of units completed in the PhD program
(CGU and/or SDSU-CGU Program), and 3) identify any methods courses (research tools) taken as part
of those units. Permission number will be issued via email upon instructor approval.
Rev. 3/10/2016
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URBAN LEADERSHIP
ED 441: Breaking the Cycle of Predictability
Students will examine the current situation of populations of students who have been historically
unsuccessful in our schools. The class will explore factors that have contributed to this cycle of
predictability and examine ways to break these patterns of failure. The core of this class examines
the issues that affect students of color, poverty and students whose primary language is other than
English. Students are asked to look at the current conditions of public schooling in America that
contribute to cycles of predictable failure.
ED 543: Educational Measurement and Evaluation for School Leaders
The course will train school leaders in the educational measurement, evaluation and research
principles necessary to support teaching and learning at the school or district level. Topics include
selecting or developing instructionally useful assessments, formative assessment with classroom
teachers, interpreting accountability and large scale assessment results, selecting research-based
instructional programs, and implementing site-based continuous improvement systems (formative
evaluation). Course assignments include: 1) creating a needs assessment; 2) developing a survey to
be used in program evaluation 3) developing a program evaluation logic model; and 4) creating an
evaluation plan. In addition, interpreting Value-Added teacher evaluation, understanding the new
Common Core assessment systems, and aligning current assessments to the Common Core and other
current educational reforms as they occur will be addressed.
ED 620: Urban Education: Context, Policy, and Practice for School Leaders
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.
ED 621: Educational Policy for School Leaders
This seminar is designed to ensure students become educated consumers of a variety of education
policy debates and to provide students with an understanding of the forces that shape educational
policy. The course will explore educational politics and policymaking in the U.S. at the federal, state,
and local levels. The course emphasizes issues related to education policy in elementary and
secondary education, including policies related to teacher evaluation; standards, assessment and
accountability; and school reform and school choice. This seminar examines who makes policy for
education, how contending policy agendas are negotiated or publicly debated, and what broader
forces are in play in policy processes. These questions will be explored by analyzing selected
contemporary policy issues confronting education in the United States and placing them in historical
context, and investigating the evidence that research brings to bear on the debates. Students will
read about these issues in general and explore them in particular cases.
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ED 622: School Climate, Classroom Climate and Teaching Quality: What are they and how do
we measure them?
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.
ED 623 English Language Learners in Urban Education
This course will present an overview of the major challenges faced by English Language Learners
(ELs) in the U.S. The course will begin with a description of the historical background, current issues,
and debates around teaching and learning for EL populations. We will explore social factors that
influence EL achievement, such as social inequality, immigration, poverty and parental engagement.
Next, we will discuss programs and instructional practices that seem to work for EL students, as well
as broad questions relating to teachers of EL students (preparation, skills) and resources. The course
will also discuss the politics surrounding past and present debates around ELs. In particular, we will
review policies and laws to ban bilingual education, policies that have led to sorting and segregation
of EL students, and legal challenges to the Equal Educational Opportunity Act on behalf of English
Language Learners (e.g. the case of Arizona and The Civil Rights Project). Lastly, we will review
evidence to support language minority student learning in other countries that have large
proportions of students speaking a non-dominant language.
Prerequisites: Urban Leadership students only or instructor permission
ED 641: Effective Educational Policies for English Language Learners
This course will present an overview of the major challenges faced by English Language Learners
(ELs) in the U.S. The course will begin with a description of the historical background, current issues,
and debates around teaching and learning for EL populations. We will explore social factors that
influence EL achievement, such as social inequality, immigration, poverty and parental engagement.
Next, we will discuss programs and instructional practices that seem to work for EL students, as well
as broad questions relating to teachers of EL students (preparation, skills) and resources. The course
will also discuss the politics surrounding past and present debates around ELs. In particular, we will
review policies and laws to ban bilingual education, policies that have led to sorting and segregation
of EL students, and legal challenges to the Equal Educational Opportunity Act on behalf of English
Language Learners (e.g. the case of Arizona and The Civil Rights Project). Lastly, we will review
evidence to support language minority student learning in other countries that have large
proportions of students speaking a non-dominant language.
ED 684: Strategic Management of Human Capital in High Performing School Districts
What are the best urban school systems doing to develop talented teachers and principals? Which
school systems have the courage to put the best teachers in front of the neediest students? Why are
traditional human resource departments becoming obsolete in urban school systems? Why are
foundations, think tanks and the government investing millions in new strategies designed to close
the achievement gap once and for all? Is tenure as we know it going away in K-12 urban school
systems? Are merit pay and alternative compensation schemes the wave of the future?
In addition to answering these questions, this course will focus on both the challenges and
rewards of managing human capital in a strategic way. Case studies of high performing urban
systems that are designing new approaches to recruitment, selection, hiring, development and
compensation of teachers and principals will be explored. These urban school systems have
successfully used cutting-edge HR strategies in ways that improve both instruction and student
achievement.
Over the course of the seminar, students will develop a research paper that critiques and measures
the HR department in the district where they are working against these new emerging strategies.
Rev. 3/10/2016
17