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Joint Degree with the Graduate School of Business (MA/MBA)

Program Requirements

Joint MA/MBA students spend most of their first year fulfilling the requirements of the MBA curriculum. Students may take Graduate School of Education (GSE) courses once they begin enrolling in electives, typically Spring quarter of their first year. Students During their second year, students have the opportunity to take a variety of courses at the GSB and the GSE.

The following section pertains to the Graduate School of Education (GSE) requirements for the MA portion of the Joint MA/MBA degree. In addition to the following guidelines, students should consult the academic requirements specified by the Graduate School of Business (GSB) for the MBA portion of the Joint MA/MBA and the Stanford Bulletin.

Students must complete at least 35 units of instruction at the Graduate School of Education (EDUC units) for the MA portion of their MA/MBA joint degree. The following constraints are placed on those 35 units:

  • All courses must be at or above the 100 level – courses numbered below 100 do not count toward the MA degree.
  • At least 18 units must be at or above the 200 level (EDUC 180 and 190 can count toward this requirement).
  • At least 27 of the 35 units must be taken for a letter grade (as opposed to Pass/Fail). 
  • A maximum of 10 cross-listed units may count toward both degrees.
  • A maximum of 4 independent study units (e.g., internship, directed reading, directed research) from the Graduate School of Education may be applied toward the MA degree.
  • A 3.0 GPA must be maintained for all courses applied to the MA degree.
  • Students may not enroll in Stanford Teacher Education Program (STEP) courses.
  • Any other course policies set forth in the MBA Student Handbook apply.

Crosslisted Courses

The two schools will offer a menu of cross-listed courses particularly suited to the program, and students can earn up to 10 of their 35 Education units from cross-listed courses. These 10 cross-listed units will count towards both degrees as long as the student enrolls in the GSB listing and in their GSB career in Axess. Students who enroll in cross-listed courses which add up to more than 10 units should indicate their plan to count up to 10 units of their cross-listed courses on their Master’s Program Proposal form.

It is imperative that students pay close attention and register for courses under the correct career:
Students should register for courses counting toward the MA under the Grad career and courses counting toward the MBA under the GSB career. 
Students wishing to count up to 10 crosslisted units toward the MA and MBA degrees must register for them under the GSB course number in the GSB career.

2016-17 Cross-Listed Courses

Advising and Plan of Study

Beginning in their first year, students are expected to discuss a coherent program of study with David Brazer, Faculty Director, to guide their selection of GSE courses. He and Emi Kuboyama, Associate Director of Leadership Degree Programs, are always available for academic advising.

In consultation with the Faculty Director, students must complete their Preliminary Program Proposal during the Autumn quarter of their second year of study. The Preliminary Program PRoposal is due no later than the end of the second week of Autumn Quarter of the second year (October 7, 2016 at 5pm). Students may deviate from their Preliminary Program Proposal during the academic year, but must be careful to fulfill all requirements. The Final Program Proposal, indicating courses actually taken, is due no later than the end of the second week of Spring Quarter of the second year (April 14, 2017 at 5pm). 

Internships and Directed Reading (4 unit maximum)

Students may take up to 4 units for internships, directed reading, or other independent study from the Graduate School of Education which may be applied towards the 35 units needed for the MA in Education. Students interested in an internship during the academic year should consult the EdCareers database for opportunities and meet with David Brazer to discuss the process for earning internship units. Students who wish to pursue internships in education over the summer can apply for funding to the Stanford Management Internship Fund at the GSB. No units of credit are offered for paid internships.

2016-17 MA/MBA Course Requirements

Required Course

Students are required to enroll in EDUC 393: Proseminar: Education, Business, Politics in the Spring Quarter of their first year.

Thematic Clusters

Learning about education should be balanced so that students understand what happens in education, why events unfold as they do, and how to function as a leader in education-focused organizations. Accordingly, you are required to complete a minimum of two courses in each of three thematic clusters that distribute learning across three domains*:

Knowledge (2 courses),
Theory (2 courses), and
Skills (2 courses). 

* Please note that while you may elect to use non-EDUC courses to fulfill cluster requirements, you are still required to complete a minimum of 35 EDUC units to receive the MA degree. This requirement cannot be modified or waived under any circumstances. The following are approved courses for each Thematic Cluster for this academic year. This list is periodically updated as course offerings change. 

Note: all course information is subject to change. Please consult ExploreCourses and Axess for updated course offerings and scheduling information.

To help students plan a program of study, we have labeled courses listed below with the following designations

  • Pre-K – 12 Leadership and Management (PK12)
  • Higher Education Leadership and Management (HE)
  • Non-Profit Educational Organizations (NP)
  • Education Policy (EP)
  • Educational Technology (ET)

Click the designation to filter courses below. Click here to clear all filters.

Autumn Quarter

EDUC 204 Introduction to Philosophy of Education (E. Callan) (3) (PK12, NP, EP, ET)
How to think philosophically about educational problems. Recent influential scholarship in philosophy of education. No previous study in philosophy required. 
EDUC 207 Education and Inequality: Big Data for Large-Scale Problems (S. Reardon) (3-5) (PK12, NP, EP)
In this course, students will use data from the Stanford Education Data Archive (SEDA) to study the patterns, causes, consequences, and remedies of educational inequality in the US. SEDA is based on 200 million test score records, administrative data, and census data from every public school, school district, and community in the US. The course will include lectures, discussion, and small group research projects using SEDA and other data. 
EDUC 213 Introduction to Teaching (H. Borko, E. Szu) (3-4) (PK12, NP, EP)
This introductory course is critically important to those aspiring to work in any pre-K - 12 related setting who have never actually taught. Students with teaching experience are also welcome. Key concepts and practical perspectives on teaching and learning are emphasized. 
EDUC 220D History of School Reform (D. Labaree) (3-5) (PK12, NP, EP, ET)
POLS students interested in pre-K - 12 are commonly focused on making change or addressing a problem in education. This course explains the context of past and present efforts to improve the quality of education and provides students an opportunity to test their own reform thinking against past experience. This course is foundational for students interested in PK-12 education. It provides a broad theoretical, historical, and sociological perspective on how the American school system works, treating historical efforts at school reform as experimental interventions that reveal the system's nature and functions.
EDUC 258 Literacy Development and Instruction (B. McCandliss) (3-5) (PK12, NP)
Literacy acquisition as a developmental and educational process. Problems that may be encountered as children learn to read. How to disentangle home, community, and school instruction from development. 
EDUC 306A Economics of Education in the Global Economy (M. Carnoy) (5) (PK12, EP)
In today's educational policy environment, a working knowledge of the economics of education is fundamental for anyone involved in educational policy and educational practice. Education 306A is a survey course, covering issues from the relation of schooling, to economic outcomes, to the analysis of how schooling and students' family backgrounds influence student performance in schools, to analyses of teacher labor markets (including issues such as teacher incentive pay). The course also covers education "markets" and discusses educational finance at the K-12 and university levels.
EDUC 348 Policy and Practice in Science Education (J. Osborne) (3-4) (PK12, NP, EP)
Values and beliefs that dominate contemporary thinking about the role and practice of science education, what the distinctive features of science are, and the arguments for its value as part of compulsory education. Research on the conceptual and affective outcomes of formal science education, how the changing nature of contemporary society challenges current practice, and the rationale for an alternative pedagogy, curriculum and assessment. 
EDUC 460 Language, Culture, Cognition, and Assessment (G. Solano-Flores) (3) (PK12, EP)
Examines the intersection of language, culture, and cognition, and the implications of this intersection in educational assessment. Knowledge from different discplines is used to reason about assessment from the conceptual, methodological, and social perspectives. 

Winter Quarter

EDUC XXX Race, Oppression and Integration (E. Callan) (#) (PK12, HE, EP, NP) 
Description pending.
EDUC 247 Moral and Character Education (W. Damon) (3) (PK12, HE, EP, NP) 
Contemporary scholarship and educational practice related to the development of moral beliefs and conduct in young people. The psychology of moral development; major philosophical, sociological, and anthropological approaches. Topics include: natural capacities for moral awareness in the infant; peer and adult influences on moral growth during childhood and adolescence; extraordinary commitment during adulthood; cultural variation in moral judgment; feminist perspectives on morality; the education movement in today's schools; and contending theories concerning the goals of moral education.
EDUC 265 History of Higher Education in the U.S. (D. Labaree) (3-5) (HE, EP) 
This course emphasizes an understanding of contemporary configurations of higher education through studying its antecedents. EDUC 355 Higher Education & Society, and this course are strong complements for one another. This course is foundational for students interested in higher education. It provides a broad theoretical, historical, and sociological perspective on what is distinctive about the American system of higher education and how the system works. 
EDUC 266 Educational Neuroscience (B. McCandliss) (3) (PK12, NP) 
An introduction to the growing intersection between education research and emerging research on functional brain development. Students will probe the contributions and limitations of emerging theoretical and empirical contribution of neuroscience approaches to specific academic skills such as reading and mathematics, as well as exposure to general processes crucial for educational success, including motivation, attention, and social cognition. Final projects will explore these themes in the service of interventions designed to improve how these functions.
EDUC 277 Education of Immigrant Students: Psychological Perspectives (A. Padilla) (4) (PK12, EP, NP) 
Historical and contemporary approaches to educating immigrant students. Case study approach focuses on urban centers to demonstrate how stressed urban educational agencies serve immigrants and native-born U.S. students when confronted with overcrowded classrooms, controversy over curriculum, current school reform movements, and government polices regarding equal educational opportunity.
EDUC 280 Learning & Teaching of Science (C. Wieman) (3) (HE)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
EDUC 330 Teaching English Language Learners: Issues in Policy, Leadership, and Instruction (K. Hakuta) (3-4) (PK12, NP, EP) 
Current perspectives and research on issues facing educators serving the English language learner population. Issues include federal education legislation, civil rights law, national Common Core Standards, content and language proficiency standards and assessment and accountability, school improvement models, school structure, community engagement, addressing issues of long-term English learners, programming for newcomer ELLs, early childhood education, and promoting bilingualism. 
EDUC 347/GSBGEN 348 The Economics of Higher Education (Instructor TBD) (4) (HE) 
Topics: the worth of college and graduate degrees, and the utilization of highly educated graduates; faculty labor markets, careers, and workload: costs and pricing; discounting, merit aid, and access to higher education; sponsored research; academic medical centers; and technology and productivity. Emphasis is on theoretical frameworks, policy matters, and the concept of higher education as a public good. Stratification by gender, race, and social class.
EDUC 354 School-Based Decision Making (G. Hoagland) (4) (PK12, NP) 
Designed with aspiring school leaders in mind, this course combines case studies, site visits, and guest speakers to take students inside school leaders' critical decision making processes. Students who wish to work at the district and school levels may be interested in this course to learn the challenges, opportunities, and contemporary practices of school-site leadership.
EDUC 357 Science and Environmental Education in Informal Contexts (N. Ardoin) (3-4) (PK12, NP) 
This course explores the opportunities to learn science in contexts outside the formal classroom (e.g., in zoos, museums, and science centers). Students will examine how issues around science and the environment are presented in contexts, how people behave and learn in these contexts, and what they take away. Case studies of nearby science centers will add an experiential dimension to the course.
EDUC 376 Higher Education Leadership Colloquium (M. Stevens) (2-3) (HE) 
This course presents a series of speakers from Stanford and other higher education institutions who work at the middle to higher levels of administration. Speakers and topics are guided by student interest, but include a range from student affairs to finance. Sessions are intended to be interactive.
EDUC 377B Strategic Management of Nonprofit Organizations and Social Ventures (B. Meehan) (4) (PK12, HE, NP) 
Strategic, governance, and management issues facing nonprofit organizations and their leaders in the era of venture philanthropy and social entrepreneurship. Development and fundraising, investment management, performance management, and nonprofit finance. Case studies include smaller, social entrepreneurial and larger, more traditional organizations, including education, social service, health care, religion, NGOs, and performing arts. 
EDUC 405 Teaching in the Humanities (J. Wolf) (3) (PK12, HE) 
This course, designed for graduate students in the humanities and education, explores approaches to teaching the humanities at both the secondary and collegiate levels, with a focus on teaching of text, and how the humanities can help students develop the ability to read and think critically. The course explores purposes and pedagogical approaches for teaching humanities through a variety of texts and perspectives. The course is designed as an opportunity for doctoral students in the Humanities both to enrich their own teaching and to broaden their understanding of professional teaching opportunities, including community college and secondary school teaching.
EDUC 411 Early Childhood Education (D. Stipek) (1-4) (PK12, EP, NP)
This course addresses a broad set of topics that have implications for developmentally appropriate and effective early childhood education. It begins with children's social, emotional and cognitive development and issues related to poverty, culture and language. We will also examine research evidence on effective instruction for young children, evaluations of preschool interventions, and several current policy debates. 
EDUC 417 Research and Policy on Postsecondary Access (A. Antonio) (3) (HE, EP, NP) 
The transition from high school to college. K-16 course focusing on high school preparation, college choice, remediation, pathways to college, and first-year adjustment. The role of educational policy in postsecondary access. Service Learning Course (certified by Haas Center). 
EDUC 445/GSBGEN 335 Entrepreneurial Approaches to Education Reform (G. Lee) (3) (PK12, NP)
This course is intended for students interested in how entrepreneurs can and have changed K-12 public schooling, and for those who aspire to be leaders in entrepreneurial and educational organizations. The course explores human capital solutions, new schools, and technology products that are designed to improve student learning and solve pain points. The course will feature for-profit, not-for-profit, and double-bottom-line organizations.
GSBGEN 345 Disruptions in Education (R. Urstein) (3) (HE) 
This course will explore the contemporary higher education industry, focusing especially on the places where disruptions of all kinds present significant opportunities and challenges for faculty, students, and higher education administrators, as well as for entrepreneurs and the businesses that serve this huge global market. Using a variety of readings and case studies to better understand recent disruptions across the higher education landscape, from outside and inside the academy, both for-profit and non-profit, the course will examine technology in teaching and learning; alternatives to the traditional credential; the impact of for-profit providers; content and the ownership and distribution of knowledge; and tertiary products and platforms that cater to the large student services market.
LAW 7504 Introduction to Organizational Behavior (A. Goldberg) (3) (PK12, HE, EP, NP) 
This course explores how and why organizations are founded and fail, the variety of organizational forms, and the ways in which organizational members affect one another. Students will learn about behavior and motivation, decision making and leadership, interpersonal and intergroup communication, and organizational structure.
MS&E 274 Dynamic Entrepreneurial Strategy (E. Tse) (3) (NP, ET) 
This course explores how entrepreneurial strategy focuses on creating structural change of reponding to change induced externally. Students will learn about advantage in emerging markets and mature markets, strategies to break through stagnation, and strategies to turn danger into opportunity. 

Spring Quarter

EDUC 201 History of Education in the United States (L. Gordon) (3-5) (PK12, NP, EP, ET)
How education came to its current forms and functions, from the colonial experience to the present. Focus is on the 19th-century invention of the common school system, 20th-century emergence of progressive education reform, and the developments since WWII. The role of gender and race, the development of high school and university, and school organization, curriculum, and teaching.
EDUC 212 Urban Education (A. Ball) (3-4) (PK12, NP, EP, ET)
For students who are interested in teaching or leading in urban school settings, this course takes social science and historical perspectives to look at the major developments, contexts, tensions, challenges, and policy issues of urban education.
EDUC 218 Topics in Cognition and Learning: Technology and Multitasking (B. McCandliss, R. Pea) (3) (PK12, NP)
Executive function is a construct that is rapidly taking on an increasingly central role in bringing together current research in cognitive development, learning, education, and neuroscience. In this seminar we will examine the potential cross-fertilization of these fields of inquiry primarily by reviewing research on learning and individual differences in cognitive neuroscience that may hold relevance to education, as well as reviewing educational research that may hold implications for developmental cognitive neuroscience. This seminar course is designed to engage students in recent advances in this rapidly growing research area via discussions of both historical and late-breaking findings in the literature. By drawing on a breadth of studies ranging from cognitive development, cognitive neuroscience, and educational/training studies, students will gain an appreciation for specific ways interdisciplinary approaches can add value to specific programs of research.
EDUC 271/GSBGEN 347 Education Policy in the U.S. (S. Loeb) (3-5) (PK12)
This course will provide students from different disciplines with an understanding of the broad educational policy context. The course will cover topics including a) school finance systems; b) an overview of policies defining and shaping the sectors and institutional forms of schooling; c) an overview of school governance; d) educational human-resource policy; e) school accountability policies at the federal and state levels; and f) school assignment policies and law, including intra- and inter-district choice policies, desegregation law and policy. Many policy discussions will focus on the quality of the quantitative evidence and the underlying applied microeconomic theory. This course is intended for PhD students only. Other students may contact the instructor for permission to enroll. Knowledge of intermediate microeconomics and econometrics would be helpful.
EDUC 306B The Politics of International Cooperation in Education (P. Bromley) (3-5) (EP)
Education policy, politics, and development. Topics include: politics, interests, institutions, polity, and civil society; how schools and school systems operate as political systems; how policy making occurs in educational systems; and theories of development. 
EDUC 337 Race, Ethnicity, and Linguistic Diversity in Classrooms: Sociocultural Theory and Practices (A. Ball) (3-5) (PK12)
Focus is on classrooms with students from diverse racial, ethnic and linguistic backgrounds. Studies, writing, and media representation of urban and diverse school settings; implications for transforming teaching and learning. Issues related to developing teachers with attitudes, dispositions, and skills necessary to teach diverse students. 
EDUC 346 Research Seminar in Higher Education (M. Stevens) (4) (HE)
Students interested in higher education are recommended to take this course, which explores the major issues, including current structural features of the system, the histories that shaped it, and theoretical frameworks that inform it. Higher education will be looked at through the lens of interest groups and across issues such as diversity, stratification, decentralization, etc.
EDUC 349 Comparative Higher Education (F. Ramirez) (3-4) (HE)
This course examines the expansion, impact, and organization of higher education across the world. This course engages students with sociological theory and comparative research that focus on the factors that influence the expansion of universities, the individual and societal impacts of higher education, and change and persistence in the organization of the university. Lastly, this course emphasizes the impact of globalization on universities. 
EDUC 366 Learning in Formal and Informal Environments (B. Barron) (3) (PK12, NP)
This course is for students interested in how learning opportunities are organized in the formal school setting and in informal non-school settings, such as museums, afterschool clubs, community centers, theater groups, sports teams, and new media contexts. The course will use sociocultural theories of development as a conceptual framework and involve a research projects in which students observe and document a non-school learning environment. 
EDUC 381 Multicultural Issues in Higher Education (A. Antonio) (4) (HE, EP, NP)
The primary social, educational, and political issues that have surfaced in American higher education due to the rapid demographic changes occuring since the early 80s. Research efforts and the policy debates include multicultural communities, the campus racial climate, and student development; affirmative action in college admissions; multiculturalism and the curriculum; and multiculturalism and scholarship. Learning Objectives: a) assess and synthesize evidence about programs and interventions designed to promote diversity and inclusion; b) manipulate challenges that surface in interactions between people with different backgrounds, worldviews, environmental opportunities, and how social contexts exacerbate or reduce these challenges; c) explore power relationships within social, racial, gendered, and cultural contexts and how those relationships have changed over time and; d) evaluate how existing social arrangements create and maintain social differences among people.
EDUC 386 Leadership and Administration in Higher Education (J. Calvert, S. Hugues) (2) (HE)
Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators. 
EDUC 389C Race, Ethnicity, and Language: Pedagogical Possibilities (R. Martinez) (3-4) (PK12, NP, EP)
This seminar explores the intersections of language and race/racism/racialization in the public schooling experiences of students of color. We will briefly trace the historical emergence of the related fields of sociolinguistics and linguistic anthropology, explore how each of these scholarly traditions approaches the study of language, and identify key points of overlap and tension between the two fields before considering recent examples of interdisciplinary scholarship on language and race in urban schools. Issues to be addressed include language variation and change, language and identity, bilingualism and multilingualism, language ideologies, and classroom discourse. We will pay particular attention to the implications of relevant literature for teaching and learning in urban classrooms. 
EDUC 419 Academic Achievement of Language Minority Students (C. Goldenberg) (3-5) (PK12, EP, NP)
Emphasis is on the current state of knowledge in the research literature and comparisons to students' experiences and observations in bilingual education. English as a second language, reading instruction, cultural issues in education, and research methods. 
EDUC 447/STRAMGT 537 Leading Change in Public Education (D. Katzir) (2) (PK12, NP)
American public education is in crisis. What will it take to get it back on track? As in all large-scale enterprises in need of transformative change, leadership matters greatly. This course focuses on what it takes from a strategic and extremely practical perspective to lead change in public education at the systems level. We will meet some of the most exciting educational leaders in public education today and dissect their leadership styles, strategies, innovations and solutions. We will look for lessons from traditional U.S. districts, successful charter management organizations, and international perspectives to determine what it takes to be an effective leader in education reform. Students will debate the strategies and efficacy of how different leaders approached systems-level change, and will form their own working hypotheses of what is needed to help transform the American education system. The course will end with a look at education fellowship programs and other ways for Stanford graduates to take on meaningful leadership roles in K-12 education reform. Dan Katzir worked for Bain & Company, Teach for America, and Sylvan Learning Systems before joining The Broad Foundation as its founding managing director. He is an experienced case study teacher and the editor of The Redesign of Urban School Systems (Harvard University Press, 2013). This course was designed to be taken in tandem with STRAMGT 535: Entrepreneurial Approaches to Education Reform and the courses will be highly complementary in approach.
MS&E 152 Introduction to Decision Analysis (R. Shachter) (3-4) (PK12, HE, NP, EP)
This course explores how to make good decisions in a complex, dynamic, and uncertain world. Topics include distinctions, possibilities and probabilities, relevance, value of information, decision diagrams, risk attitudes, etc.
MS&E 254 The Ethical Analyst (D. Nesbitt) (1-3) (EP)
This course is aimed at students who wish to be professional analysis. Students will learn about the ethical responsibility for consequences of analysis who used technical knowledge to support organizations or government. The course explores how to form ethical judgments and questions the means to any end. 

Autumn Quarter

EDUC 220C Education and Society (F. Ramirez) (4-5) (PK12, HE, EP)
The effects of schools and schooling on individuals, the stratification system, and society. Education as socializing individuals and as legitimizing social institutions. The social and individual factors affecting the expansion of schooling, individual educational attainment, and the organizational structure of schooling.
EDUC 232 Culture, Learning, and Poverty (R. McDermott) (2-3) (PK12)
For students interested in learning about the actual process of policy making, this course offers a behind-the-scenes look at the political process of public policy making at the Federal level. Students will learn about the theory and literature behind policy formulation and will engage in debates over past and current efforts at policy reform.
EDUC 249 Theory & Issues in Bilingualism (G. Valdes) (3-5) (PK12)
For those interested in working with bilingual students and their families and/or carrying out research in bilingual settings, this course emphasizes the typologies of bilingualism, the acquisition of bilingual ability, and the nature of societal bilingualism. 
EDUC 256 Psychological and Educational Resilience Among Children and Youth (R. Lizcano, A. Padilla) (4) (PK12, EP)
This course is aimed at students interested in individual, family, school, and community risk and protective factors that influence children's development and adaptation. Adaptive systems that enable some children to achieve successful resilience despite high levels of adversity exposure are emphasized. Theoretical, methodological, and empirical issues are examined, including current technology and conceptual and measurement issues.
EDUC 275 Leading U.S. Schools (D. Brazer) (3-4) (PK12, EP, NP)
The landscape of schooling in the U.S. is dynamic and replete with ideologies, myths, and beliefs. Organizational theory, leadership theory, and empirical research are lenses through which students will develop a deeper and broader understanding of the similarities and differences among private schools, parochial schools, traditional K-12 schools, charter schools, and alterarnative schools. Students will connect theory and research to practice by visiting and learning about two or more schools of their choosing.
EDUC 288 Organizational Analysis (D. McFarland) (4) (PK12, HE, EP, NP)
Pre-K - 12, higher education, and non-profit focused students should take this survey of major theoretical traditions to understand rational and non-rational behaviors of organizations. This knowledge can be applied to schools, districts, CMOs, colleges, universities, and non-profits as formal organizations. 
EDUC 304 Critical Theory and Pedagogy (J. Willinsky) (1-5) (PK12, HE)
The course samples the work of Critical Theory, proper, critical theory more generally, and critical pedagogy in the schools, as it draws on the educational consequences of a school of thought. The project of critical theory is examined in light of the curricular applications that it has inspired and the scholarly implications of studying education in this seemingly critical theoretical manner. Students will evaluate a particular curricular point of application of these related theoretical developments.
EDUC 312 Relational Sociology (D. McFarland) (4) (PK12, HE, EP, NP)
Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. 
EDUC 333A Understanding Learning Environments (S. Goldman, R. McDermott, D. Stringer) (3) (PK12, EP, ET)
This course uses theoretical approaches to learning to analyze learning environments and develop goals for designing resources and activities to support effective learning practices.
EDUC 360 Child Development in the Contexts of Risk and Adversity (J. Obradovic) (3-4) (PK12, EP, NP)
In this course students will learn about the theoretical, methodological, and empirical issues pertaining to developmental psychopathology and resilience of children and adolescents. The course focuses on (1) current conceptual and empirical issues; (2) cognitive, affective, and motivational processes that underlie some of the most salient childhood mental health symptoms and disorders; (3) family, school, and cultural factors that contribute to developmental psychopathology and resilience; and (4) cutting-edge analytic methods that are currently employed in studies of developmental psychopathology and resilience.
PUBLPOL 307 Justice (R. Reich) (4-5) (PK12, HE, NP)
Focus is on the ideal of a just society, and the place of liberty and equality in it, in light of contemporary theories of justice and political controversies. Topics include financing schools and elections, regulating markets, discriminating against people with disabilities, and enforcing sexual morality.

Winter Quarter

EDUC 197 Education, Gender, and Development (L. Yiu) (4) (PK12, HE, NP, EP)
Theories and perspectives from the social sciences relevant to the role of education in changing, modifying, or reproducing structures of gender differentiation and hierarchy. Cross-national research on the status of girls and women and the role of development organizations and processes. Learning objectives: 1) acquire an understanding of the history and traditions of diverse groups of people and how social differences have changed over time, 2) manipulate challenges that surface in interactions between people with different backgrounds, worldviews, environmental opportunities, and how social contexts exacerbate or reduce these challenges, 3) analyze the effects of one or more kinds of social institutions and social structures on human action, and 4) analyze the origins of social institutions and social structures.
EDUC 280 Learning & Teaching of Science (C. Wieman) (3) (HE)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through the creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background.
EDUC 306D World, Societal, and Educational Change: Comparative Perspectives (F. Ramirez) (4-5) (PK12, HE, EP)
Theoretical perspectives and empirical studies on the structural and cultural sources of educational expansion and differentiation, and on the cultural and structural consequences of educational institutionalization. Research topics: education and nation building; education, mobility and equality; international organizations, and world culture.'
EDUC 319 Research on Teaching (H. Borko) (1-4) (PK12)
Introduction and historical perspective to theory, methods, and substantive findings of research on teaching. 
EDUC 342 Child Development & New Technologies (B. Barron, K. Forssell) (3) (PK12)
This course is for students interested in the experiences of children with computing technologies and how these might influence development. The course uses sociocultural theories of development to understand how children use technology to meet their own goals, with an emphasis on the influence of interactive technology on cognitive, identity, and social development. 
EDUC 355 Higher Education and Society (M. Stevens) (3) (HE, EP)
For undergraduate and graduate students interested in what colleges and universities do, and what society expects from them. The relationship between higher education and society in the U.S. from a sociological perspective. The nature of reform and conflict in colleges and universities, and tensions in the design of higher education systems and organizations. 
LAW 7504 Introduction to Organizational Behavior (A. Goldberg) (3) (PK12, HE, EP, NP)
This course explores how and why organizations are founded and fail, the variety of organizational forms, and the ways in which organizational members affect one another. Students will learn about behavior and motivation, decision making and leadership, interpersonal and intergroup communication, and organizational culture.

Spring Quarter

EDUC XXX Virtue and Moral Learning (E. Callan) (TBD) (TBD)
Description forthcoming.
EDUC 245 Understanding Racial and Ethnic Identity Development (T. LaFromboise) (3-5) (PK12)
This course considers racial and ethnic identity development, which may be extrapolated to the experiences of students of color; it explores how social, political, and psychological forces can shape the experiences of people of color in the U.S. Students interested in how race is related to social identity variables including gender, class, generational differences, and regional identifications, and bi- and multi-racial status are likely to be interested in this course.
EDUC 332 Theory and Practice of Environmental Education (N. Ardoin) (3) (HE)
Foundational understanding of the history, theoretical underpinnings, and practice of environmental education as a tool for addressing today's pressing environmental issues. The purpose, design, and implementation of environment education in formal and nonformal settings with youth and adult audiences. Field trip and community-based project offer opportunities for experiencing and engaging with environmental education initiatives. 
EDUC 366 Learning in Formal Informal Environments (B. Barron) (3) (PK12, NP)
This course is for students interested in how learning opportunities are organized in the formal school setting and in informal non-school settings, such as museums, afterschool clubs, community centers, theater groups, sports teams, and new media contexts. The course will use sociocultural theories of development as a conceptual framework and involve a research project in which students observe and document a non-school learning environment.
PUBLPOL 202 Organizations and Public Policy (J. Bendor) (4-5) (EP)
This course explores organizational processes including Game Theory and decision making theories. Schools are examined as one of several types of organizations.

Autumn Quarter

EDUC 200A Introduction to Data Analysis and Interpretation (A. Porteus, C. Thille) (3-4) (PK12, HE, NP, EP)
This course teaches students to read and critically interpret quantitative published research. The course is conceptual rather than formula driven.  It requires no advanced math or prior statistics.  It develops skills central to reading and understanding research.
EDUC 200B Introduction to Qualitative Research Methods (D. Pope, J. Wolf) (3-4) (PK12, HE, NP, EP)
Primarily for master's students: An introduction to the core concepts and methods of qualitative research. Through a variety of hands-on learning activities, readings, field experiences, class lectures, and discussions, students will explore the processes and products of qualitative inquiry. Course material and hands-on activities are likely to be directly applicable to the POLS Project/Talk.
EDUC 281 Technology for Learners (K. Forssell) (3-4) (ET)
For those interested in the use of technology in education and how it may be used to improve learning. This course explores how technology may help make learning easier, faster, or accessible to more learners and considers a variety of different approaches to designing tools for learning, the theories behind them, and the research that tests their effectiveness. Topics include feedback, visualization, games, multimedia, tangible-digital interfaces, simulations, and more. Students will work on teams to identify a need, create a prototype, and design tests to understand its impact. Space is limited.
EDUC 348 Policy and Practice in Science Education (J. Osborne) (3-4) (PK12)
Students interested in higher education are recommended to take this course, which explores the major issues, including current structural features of the system, the histories that shaped it, and theoretical frameworks that inform it. Higher education will be looked at through the lens of interest groups and across issues such as diversity, stratification, decentralization, etc.
EDUC 377C/GSBGEN 381 Strategic Philanthropy (L. Arrillaga) (3) (PK12, HE, NP, EP)
Appropriate for any student driven to effect positive social change from either the for-profit or nonprofit sector, Strategic Philanthropy ( GSBGEN 381/ EDUC 377C) will challenge students to expand their own strategic thinking about philanthropic aspiration and action. In recent decades, philanthropy has become an industry in itself - amounting to over $300 billion in the year 2012. Additionally, the last decade has seen unprecedented innovation in both philanthropy and social change. This course explores the key operational and strategic distinctions between traditional philanthropic entities, such as community foundations, private foundations, and corporate foundations; and innovative models, including funding intermediaries, open-source platforms, technology-driven philanthropies, and venture philanthropy partnerships. Course work will include readings and case discussions that encourage students to analyze both domestic and global philanthropic strategies as they relate to foundation mission, grant making, evaluation, financial management, infrastructure, knowledge management, policy change, and board governance. Guest speakers will consist of high profile philanthropists, foundation presidents, social entrepreneurs and Silicon Valley business leaders creating new philanthropic models. The course will also provide students with real-world grantmaking experience in completing nonprofit organizational assessments and making grants to organizations totaling $20,000. The course will culminate in an individual project in which students will complete a business plan for a $10 million private foundation.
EDUC 377E Improving and Measuring Social Impact (P. Brest) (3) (NP)
This course focuses on strategy and actionable measurement in government, non-profit organizations, market-based social enterprises, philanthropy, and impact investing.
MS&E 277 Creativity and Innovation (L. Britos Cavagnaro, R. Seeling) (3-4) (PK12, HE, NP, ET)
This course is for students who want to gain experience with promoting creativity and innovation using workshops, case studies, field trips, expert guests, and team projects.

Winter Quarter

EDUC 200B Introduction to Qualitative Research Methods (D. Pope, J. Wolf) (4) (PK12, HE, NP, EP)
Students who are confident in their ability to read and understand published research (particularly quantitative) should take this course to broaden their understanding of research methods and uses. Course material and hands-on activities are likely to be directly applicable to the POLS Project/Talk.
EDUC 208B Curriculum Construction (D. Pope) (3-4) (PK12)
Practical aspects of curriculum design are emphasized by students working on projects for actual education clients. May be adapted to issues in higher education.
EDUC 280 Learning & Teaching of Science (C. Weiman) (3) (HE)
This course will provide students with a basic knowledge of the relevant research in cognitive psychology and science education and the ability to apply that knowledge to enhance their ability to learn and teach science, particularly at the undergraduate level. Course will involve readings, discussion, and application of the ideas through creation of learning activities. It is suitable for advanced undergraduates and graduate students with some science background..
EDUC 297 Teaching and Learning in Higher Education (T. Ehrlich, M. Denman) (1-4) (HE)
This course provides GSE master's and doctoral students with an opportunity to focus on teaching and learning along with graduate students from many disciplines throughout the university. Students watch and interview master teachers at Stanford, prepare a syllabus module for a workshop or class they might teach, and learn a range of effective pedagogical methods. The course is open not only to students interests in higher education, but also to students interested in K-12 schools, and they may develop a teaching module for use in those schools.
EDUC 334/STRAMGT 360 Strategic Educational Research and Organizational Reform Clinic (W. Koski) (4-10) (PK12, EP, NP)
This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in education, law, and business from Stanford to collaborate with their peers at other universities (Columbia University, Harvard University, University of Pennsylvania, University of Michigan) and provide strategic research and consulting to public education organizations. Participants engage in a rigorous and rewarding learning experience, including: (i) An intensive seminar in the design, leadership and management, and transformation of public school systems, charter management organizations, start-ups, and other K-12 public- and social-sector institutions; (ii) Comprehensive skills training in team-based problem solving, strategic policy research, managing multidimensional (operational, policy, legal) projects to specified outcomes in complex environments, client counseling, and effective communication; and (iii) A high-priority consulting project for a public education sector client (e.g., school district, state education agency, charter management organization, non-profit) designing and implementing solutions to a complex problem at the core of the organization’s mission to improve the educational outcomes and life chances of children. The participant's team work will allow public agencies throughout the nation to receive relevant, timely, and high-quality research and advice on institutional reforms that otherwise may not receive the attention they deserve. Note: Enrollment in both Winter and Spring quarters is required. MA students must enroll for 4 or 5 units of credit per quarter. 
EDUC 338 Innovations in Education (S. Speicher, S. Wise) (3-4) (PK12, NP)
Each year students in this course explore a new design challenge related to teaching. This year we will focus on creating school models. We welcome graduate students from a wide range of disciplines. Admission by application. Please see more information at http://dschool.stanford.edu 
EDUC 399A Designing Surveys (A. Porteus) (1-2) (PK12, HE, NP, EP)
This course is focused entirely on developing good surveys using a cognitive processing model for survey development. The course  is for students who are designing surveys  for master’s projects/theses, and PhD dissertations.  The course is experiential and more like a workshop, so students must be developing an actual survey to enroll in the course.
MS&E 175 Innovation, Creativity & Change (R. Katila) (3-4) (PK12, HE, NP, ET)
This course explores problem solving in organizations, creativity and innovation skills, thinking tools, and creative organizations.
ME 368 d.Leadership: Design Leadership in Context (P. Klebahn, K. Segovia, R. Sutton, et al.) (1-3) (PK12, HE)
d.Leadership is a course that teaches the coaching and leadership skills needed to drive good design process in groups. d.leaders will work on real projects driving design projects within organizations and gain real world skills as they experiment with their leadership style. Take this course if you are inspired by past design classes and want skills to lead design projects beyond Stanford. Preference given to students who have taken other Design Group or d.school classes. Admission by application. See dschool.stanford.edu/classes for more information
OB 372 High-Performance Leadership (D. Bradford) (4) (PK12, HE, NP)
This course focuses on middle and upper-middle management in organizations that have complex tasks, exist in a rapidly changing environment, and have highly skilled subordinates. Students interested in new approaches to leadership will meet in Skill Development Groups each week to apply course material to personal development.
PSYCH 146 Observation of Children (P. Chandra, A. Lomangino, J. Winters) (3-5) (PK12)
Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.

Spring Quarter

EDUC 269 The Ethics in Teaching (E. Callan) (1) (PK12, HE, EP)
Goal is to prepare for the ethical problems teachers confront in their professional lives. Skills of ethical reasoning, familiarity with ethical concepts, and how to apply these skills and concepts in the analysis of case studies. Topics: ethical responsibility in teaching, freedom of speech and academic freedom, equality and difference, indoctrination, and the teaching of values.
EDUC 278 Introduction to Issues in Evaluation (A. Porteus) (3-4) (PK12, HE, EP)
Students interested in the major theoretical and practical issues with program evaluation should take this course to learn about defining purpose, obtaining credible evidence, the role of the evaluator, working with the stakeholder, values in evaluation, utilization, and professional standards. The course project is to design an evaluation for a complex national or international program
EDUC 290 Instructional Leadership: Building Capacity for Excellent Teaching (D. Brazer) (3-4) (PK12)
Designed with aspiring school leaders in mind, this course helps students understand how teacher learning and organizational learning are generated to improve educational quality at the school and district level. Students who wish to work at the district level may be interested in this course to learn a perspective on addressing school improvement.
EDUC 292 Academic Writing for Clarity and Grace (D. Labaree) (2-4) (PK12, HE, EP, NP)
Students will acquire helpful writing strategies, habits, and critical faculties; increase their sense of writing as revision; and leave them with resources that will support them in their own lifelong pursuit of good writing. Students will work on revising their own papers and editing papers of other students. Class will focus on exercises in a variety of critical writing skills: framing, concision, clarity, emphasis, rhythm, action, actors, argument, data, quotations, and usage. Course enrollment limited to graduate students.
EDUC 303 Designing Learning Spaces (K. Forssell) (3-4) (PK12, HE)
Project-based. How space shapes personal interactions and affords learning opportunities In formal and informal settings. How to integrate learning principles into the design of spaces and develop a rubric to assess the impact on learning.
EDUC 334/STRAMGT 361 Strategic Educational Research and Organizational Reform Clinic (W. Koski) (4-10) (PK12, EP, NP)
This is a two-quarter clinical course offered in the Winter and Spring Quarters that brings together upper-level graduate students in education, law, and business from Stanford to collaborate with their peers at other universities (Columbia University, Harvard University, University of Pennsylvania, University of Michigan) and provide strategic research and consulting to public education organizations. Participants engage in a rigorous and rewarding learning experience, including: (i) An intensive seminar in the design, leadership and management, and transformation of public school systems, charter management organizations, start-ups, and other K-12 public- and social-sector institutions; (ii) Comprehensive skills training in team-based problem solving, strategic policy research, managing multidimensional (operational, policy, legal) projects to specified outcomes in complex environments, client counseling, and effective communication; and (iii) A high-priority consulting project for a public education sector client (e.g., school district, state education agency, charter management organization, non-profit) designing and implementing solutions to a complex problem at the core of the organization’s mission to improve the educational outcomes and life chances of children. The participant's team work will allow public agencies throughout the nation to receive relevant, timely, and high-quality research and advice on institutional reforms that otherwise may not receive the attention they deserve. Note: Enrollment in both Winter and Spring quarters is required. MA students must enroll for 4 or 5 units of credit per quarter. 
EDUC 386 Leadership and Administration in Higher Education (J. Calvert, S. Hughes) (2) (HE)
Definitions of leadership and leadership roles within colleges and universities. Leadership models and organizational concepts. Case study analysis of the problems and challenges facing today's higher education administrators.
EDUC 391 Engineering Education and Online Learning (C. Thille) (3) (HE, ET)
An introduction to best practices in engineering education and educational technology, with a focus on online and blended learning. In addition to gaining a broad understanding of the field, students will experiment with a variety of education technologies, pedagogical techniques, and assessment methods.
CEE 251 Negotiation (S. Christensen) (3) (PK12, HE, NP)
This is an interactive course for students who wish to learn how to prepare for and conduct negotiations, from getting a job to managing conflict to negotiating transactions, all of which can occur in the school setting..
GSBGEN 377 Diverse Leadership as an Imperative for Impact - Lessons from Education (S. Colby) (3) (PK12, HE, NP)
Our society implicitly prizes a particular approach to leadership -€“ but today'€™s cross-sectoral, impact-oriented leader cannot afford to be restricted to a single approach. If we aspire to address challenges across social, economic, and political arenas, with highly charged moral implications and multiple stakeholders, we have an imperative to use all available tools by discovering, celebrating, and advancing diversity in leadership.nnEducation provides the perfect canvas on which to explore this imperative. In this course, we will: (1) study a range of effective leadership approaches in the context of education; (2) develop broad, transportable skills and frameworks required to lead in any complex setting -“ business, public sector, nonprofit sector; (3) delve into leadership tradeoffs and tensions; (4) explore and understand our own values and tacit and explicit decision-making criteria; and (5) recognize barriers to diversity and tactics to address them. Guiding questions will include: How does the context shape the solution set? What does inspired and inspiring leadership look like? How do race/gender/other identities enter into the equation? How do I develop my own brand of leadership? We will examine contemporary leaders and controversies from education, draw upon timeless historical thinkers, enjoy the wisdom of guest speakers, and work intensively in small groups to highlight challenges, opportunities, and tradeoffs. By exploring a range of approaches and situations, we will strive for deeper understanding of ourselves and of the context to become a more capable, empathetic and effective leaders.
MED 247 Methods in Community Assessment, Evaluation, and Research (M. Kiernan, M. Stefanick) (3) (PK12, HE, NP, EP)
While not specifically focused on educational research, this course is designed for students who would like to develop their skills in designing, implementing, and analyzing structured interviews, focus groups, questionnaires, and field observations.
PSYCH 146 Observation of Children (P. Chandra, A. Lomangino, J. Winters) (3-5) (PK12)
Learning about children through guided observations at Bing Nursery School, Psychology's lab for research and training in child development. Physical, emotional, social, cognitive, and language development. Recommended: 60.