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Spring Quarter

Knowledge

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 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 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 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 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 386 Leadership and Administration in Higher Education (J. Calvert, W. Chiang) (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.  
GSBGEN 370 The Power of You: Women and Leadership (L. Arrillaga) (3) (PK12, HE, NP)
Society needs confident, skilled and agile female professionals at every career level, especially in the earlier stages of their careers, which provide the platform for future leadership opportunities. Female leaders face the same challenges as male leaders do, but female leaders also encounter an additional set of challenges (sociological, institutional, economic, cultural, social, familial, personal, sexual) thaat their male counterparts most likely will not. The same is true for female entrepreneurs, board members, social changemakers, educators and beyond, regardless of their career stage, access and background. Effectively overcoming female-specific challenges requires awareness, confidence and a practical skill-set that will be developed through an academic grounding in research, frameworks and case studies. Students will apply learnings through active participation in in-class discussions and simulations and will directly engage with industry leaders. 
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 (R. Howard) (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. 

Theory 

EDUC 197 Education, Gender, and Development (C. Wotipka) (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.
EDUC 220C Education and Society (F. Ramirez) (4-5) (PK12, HE, EP)
Theories and perspectives from the social sciences relevant to the role of education in changing, modifying, or reproducing structures of gender differentiation and 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 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. 

Skills

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 334A/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 377G Problem Solving for Social Change (P. Brest) (3) (PK12, HE, EP, NP)
(Also GSBGEN 367). GSB graduates will play important roles in solving many of today's and tomorrow's major societal problems - such as improving educational and health outcomes, conserving energy, and reducing global poverty - which call for actions by nonprofit, business, and hybrid organizations as well as governments. This course teaches skills and bodies of knowledge relevant to these roles through problems and case studies drawn from nonprofit organizations, for-profit social enterprises, and governments, as well as novel financing mechanisms like impact investments and social impact bonds. Topics include designing, implementing, scaling, and evaluating social strategies; systems thinking; decision making under risk; psychological biases that adversely affect people's decisions; methods for influencing individuals' and organization's behavior, ranging from incentives and penalties to "nudges;" and human-centered design. Students who have encountered some of these topics in other courses are likely to gain new perspectives and encounter new challenges in applying them to solving social problems
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. Education 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.
OB 372 High-Performance Leadership (S. Levine) (4) (PK12, HE, NP)
This course asks the question: "What does it take to build high-performance?" The focus is on middle and upper-middle management in contemporary organizations that have complex tasks, exist in a rapidly changing environment, and have highly skilled subordinates. The premise of the course is that traditional methods of management may produce adequate levels of performance but prevent excellence from developing. New approaches to leadership will be presented that are more likely to lead to a truly high-performing system. Time will be spent discussing the components of effective leadership, what a manager can do to build a compelling vision, strong teams, and mutual influence sideways and upwards as well as with direct reports. Also, what members can do to support the leader who wants to initiate such changes. In addition to class, students will meet for 2 1/2 hours each week in a Skill Development Group to apply the course material to their own personal development. (While there is minimal overlap in content between OB 372 and OB 374 and these two classes are highly complementary, both require Journals and an evening group. We recommend against taking both classes in the same quarter for workload reasons.) Students will have a choice as to when their SDG will meet. The expectation is full attendance at all SDG meetings. Only one excused class absence. Attendance is required in EIS Simulation and the Consulting Project classes.
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.