Education Studies - graduate program

Education Studies Program

[ undergraduate program | graduate program | faculty ]

All courses, faculty listings, and curricular and degree requirements described herein are subject to change or deletion without notice.

Courses

For course descriptions not found in the UC San Diego General Catalog 2019–20, please contact the department for more information.

The Education Studies Program offers the following courses. Students are encouraged to consult with an EDS adviser to determine which courses satisfy credential requirements. Undergraduate students may enroll in graduate seminars with the consent of instructor.

Lower Division

EDS 20S. Introduction to Principles of Learning (4)

Students will study discipline-specific principles of effective learning, including critical thinking, problem solving, collaboration, and group communication. Laboratory and hypothesis testing, library research and writing skills, and self-assessment. Students will explore concepts and procedures in mathematics, science, and economics. Prerequisites: Summer Bridge participation. Department approval required.

EDS 21S. Writing and Learning—Triton Transition (4)

Reading, writing, and speaking exercises will introduce students to the teaching conventions and learning expectations of American universities. Students will use writing as a means of academic inquiry to explore the culture of higher education in the United States and will gain practice with appropriate style, structure, and mechanics. P/NP grades only. Prerequisites: department approval required.

EDS 22. Education in Cuba: Institutional Structures, History, and Culture (2)

Cuba’s educational system achieves higher outcomes than any other country in Latin America, and compared to the United States, it represents a very different institutional structure. Cuban education serves as an explicit vehicle for the transmission of Cuban culture and historical consciousness. This course examines Cuba’s emphasis on educational achievement following the triumph of its revolution in 1959, including institutional structures, pedagogy, and content. Prerequisites: Summer Bridge participation, instructor approval required.

EDS 22S. Education in Cuba—Field Experience (4)

This course provides a combination of seminar work and intensive field experience after the end of the spring quarter, during special summer session. Topics are introduced and analyzed in seminars and reinforced and expanded upon in field visits to historic and cultural sites in Cuba. Additional fees may be required for travel expenses. Prerequisites: students must be participants in the OASIS Learning Communities Program. Enrollment by instructor approval only. Due to expenses of field experience, enrollment will be limited to students who have completed EDS 22 and attended planning meetings with the instructor to discuss cost and travel requirements.

EDS 23. Success and Satisfaction in the Second Year of Higher Education: Research Trends and Conclusions (2)

Course focuses on challenges that confront college students in their second year of higher education and solutions. Emphasis on historically underrepresented students of color with more complex adjustment to college. Analysis of national trends from research including High Impact Practices. Prerequisites: department approval required. This course is a collaboration with Student Affairs “2 Excel Program.” Enrollees should only be program participants.

EDS 25. American Higher Education and the Collegiate Experience (4)

This course is designed to help students think critically about multicultural issues in higher education, as well as the purpose of higher education within the larger context of society. Topics include American higher education history, organization, policy, curricula, and access.

EDS 30/MATH 5. Introduction to Math Teaching (2)

Revisit students’ learning difficulties in mathematics in more depth to prepare students to make meaningful observations of how K–12 teachers deal with these difficulties. Explore how instruction can use students’ knowledge to pose problems that stimulate students’ intellectual curiosity.

EDS 31/CHEM 96. Introduction to Teaching Science (2)

Explores routine challenges and exceptional difficulties students often have in learning science. Prepares students to make meaningful observations of how K–12 teachers deal with difficulties. Explores strategies that teachers may use to pose problems that stimulate students’ intellectual curiosity.

EDS 39. Explorations in Secondary STEM Education (2)

Undergraduate students explore current practices and issues in public education focusing on STEM secondary education (grades 6–12) through readings, guest speakers, seminars, and observations in math, science, and computer science classrooms at local schools. Prerequisites: department approval required.

EDS 50. Chancellor’s Associates Scholars Program Freshman Introductory Course (1)

This course facilitates academic success at a leading research university by helping students understand and embrace academic and curricular expectations, engage and map cocurricular opportunities, and strengthen critical thinking, organizational, interpersonal, and wellness skills. Prerequisites: Open to Chancellor’s Associates Scholars Program freshman first-year students only.

EDS 87. Freshman Seminar in Education Studies (1)

The Freshman Seminar Program is designed to provide new students with the opportunity to explore an intellectual topic with a faculty member in a small seminar setting. Topics vary from quarter to quarter. P/NP grades only. Prerequisites: Enrollment priority will be given to freshmen.

Upper Division

EDS 105/PHYS 180. Teaching and Learning Physics (4)

How people learn and understand key concepts in physics. Readings in physics, physics education research, and cognitive science. Useful for students interested in teaching and learning physical sciences. Prerequisites: PHYS 1A or PHYS 2A or PHYS 4A and PHYS 1B or PHYS 2B or PHYS 4C and PHYS 1C or PHYS 2C or PHYS 2D or PHYS 4B.

EDS 110R. Early Learning Environments for Diverse Learners (4)

In this online course, students examine the diverse contexts in which children develop. They will explore theories of child development and how they intersect with traditional learning theories. From these foundational concepts we will explore how to develop lessons and learning activities to support the needs of diverse learners. Prerequisites: upper-division standing.

EDS 111. Child, Family, and Community Partnerships with Schools (4)

This course examines how early education programs collaborate with socioculturally diverse families to support child development. Theories will examine social learning, family socialization, risk and resilience, and community engagement and how these theories are enacted in schools, communities, and families. Course assignments will support undergraduates to utilize families’ beliefs, strengths, and resources to support children’s learning with opportunities to engage with them. Prerequisites: upper-division standing.

EDS 112. Urban Education in the United States (4)

Students will read, discuss, and analyze past and present urban education demographics, resources, policies, practices, and outcomes to deepen their knowledge and critique of issues in urban education. Prerequisites: upper-division standing.

EDS 113. Chicanas/os and Latinos in Education: Policy, Practice, and Challenges to Equity (4)

An overview of the experiences, challenges, and opportunities for educating Chicano/Latino students. This course unpacks the socioeconomic and systematic factors that underlie these data. Further, to understand this persistent phenomenon and explore approaches to altering the current pathway of this group, this course will provide a comprehensive overview of Chicana/o-Latina/o students at every state in the P-20 education continuum. Prerequisites: upper-division standing.

EDS 114. Cognitive Development and Interactive Computing Environments (4)

Development and learning are increasingly supported by interactive computing environments. This course will explore technology-supported learning environments, looking at the ways they can be used to promote effective development, learning, and teaching. Prerequisites: upper-division standing.

EDS 115. Cognitive Development and Education (4)

This course examines the development of cognition, thinking, and language from infancy to adolescence with implications for education. Topics include learning theories, executive function, memory and language, as well as impacts of technology, poverty, diversity, and bilingualism. Course content focuses on addressing achievement gaps. Students may not receive credit for both EDS 115 and EDS 115GS. Prerequisites: upper-division or graduate majors ED 78 or ED 76 standing or consent of instructor.

EDS 115GS. Cognitive Development and Education (4)

This course examines the development of cognition, thinking, and language from infancy to adolescence with implications for education. Topics include learning theories, executive function, memory and language, as well as impacts of technology, poverty, diversity, and bilingualism. Course content focuses on addressing achievement gaps. This course is offered in Quito, Ecuador. It will integrate field experiences gained through organized class excursions and individual experiences of students. Program or materials fees may apply. Students may not receive credit for both EDS 115GS and EDS 115. Prerequisites: department approval. Students must apply and be accepted to the Global Seminar Program in order to enroll.

EDS 116. Equity-Minded Education (4)

This course introduces the foundational historical and theoretical issues for the critical study of higher education diversity work and student affairs. This course integrates questions of identity with those of social justice and requires a strong commitment to understanding self and other. The role of mentoring, advising, and counseling will also be examined. Prerequisites: departmental approval (consent of instructor) required.

EDS 117. Language, Culture, and Education (4)

(Same as SOCI 117) The mutual influence of language, culture, and education will be explored; explanations of students’ school successes and failures that employ linguistic and cultural variables will be considered; bilingualism and cultural transmission through education. Students may not receive credit for EDS 117 and SOCI 117 and EDS 117GS. Prerequisites: upper-division standing.

EDS 117GS. Language, Culture, and Education (4)

The mutual influence of language, culture, and education will be explored; explanations of students’ school successes and failures that employ linguistic and cultural variables will be considered; bilingualism and cultural transmission through education. This course is offered in Quito, Ecuador. It will integrate field experiences gained through organized class excursions and individual experiences of students. Program or materials fees may apply. Students may not receive credit for EDS 117GS and EDS 117 and SOCI 117. Prerequisites: department approval. Students must apply and be accepted to the Global Seminar Program in order to enroll.

EDS 118. Adolescent Development and Education (4)

This course introduces prospective secondary teachers to the cognitive, social, and emotional development of adolescents, including developmental learning theory, the teaching/learning process, effective learning environments, and cross-cultural variation in development. Implications for classroom practice are drawn.

EDS/LIGN 119. First and Second Language Learning: From Childhood through Adolescence (4)

An examination of how human language learning ability develops and changes over the first two decades of life, including discussion of factors that may affect this ability. Prerequisites: upper-division standing or consent of instructor.

EDS 120. Introduction to Design-Based Educational Research: A Field Experience for Improving San Diego Schools (4)

The course engages students in field research aimed at supporting education reform efforts in local schools. Students are introduced to a design-based, applied orientation to educational research on equity and diversity. In collaboration with local school leaders, students conduct qualitative research projects on a range of issues that impact youth in schools. Students will examine research on educational equity, theories of education reform, and qualitative research principles and methods. Students are required to travel to school sites. Prerequisites: upper-division standing and HIUS 180 or HIUS 136 or HITO 156 or HITO 136 or EDS 126 or EDS 136 or USP 129 or SOCI 139 or SOCI 127 or SOCI 126 or POLI 108 or POLI 100Q or POLI 100O or POLI 100H or LTCS 130 or HILD 7C or HILD 7B or HILD 7A or ETHN 3 or ETHN 2 or ANTH 131 or ANTH 21 or ANTH 23 or DOC 1 or DOC 100D or EDS 112 or EDS 113 or EDS 117 or SOCI 117 or EDS 125.

EDS 121A/MATH 121A. Foundations of Teaching and Learning Mathematics I (4)

Develop teachers’ knowledge base (knowledge of mathematics content, pedagogy, and student learning) in the context of advanced mathematics. This course builds on the previous courses where these components of knowledge were addressed exclusively in the context of high-school mathematics. Prerequisites: EDS 30/MATH 95, and Calculus 10C or 20C.

EDS 121B/MATH 121B. Foundations of Teaching and Learning Math II (4)

Examine how learning theories can consolidate observations about conceptual development with the individual student as well as the development of knowledge in the history of mathematics. Examine how teaching theories explain the effect of teaching approaches addressed in the previous courses. Prerequisites: EDS 121A/Math 121A.

EDS 122/CHEM 187. Foundations of Teaching and Learning Science (4)

Examine theories of learning and how they are important in the science classroom. Conceptual development in the individual student, as well as the development of knowledge in the history of science. Key conceptual obstacles in science will be explored. Prerequisites: EDS 31/CHEM 87: Introduction to Teaching Science, Chemistry 6C.

EDS 123/CHEM 188. Capstone Seminar in Science Education (4)

In the lecture and observation format, students continue to explore the theories of learning in the science classroom. Conceptual development is fostered, as well as continued development of knowledge of science history. Students are exposed to the science of teaching science in actual practice. Prerequisites: EDS 122/CHEM 187.

EDS 124A. Teaching Computation in the Digital World (4)

Develop educators’ knowledge base around aspects of the Digital World (e.g., digital devices, systems, networks; data and analysis) and their impacts (social, ethical, legal issues) and contributions to society. Projects introduce novice programming framework(s) and/or other online interfaces to explore and model issues. Prior programming experience is not required. Students may not receive credit for EDS 124A and EDS 124AR. Prerequisites: upper-division standing.

EDS 124AR. Teaching Computation in the Digital World (4)

This online course develops educators’ knowledge base around aspects of the Digital World (e.g., digital devices, systems, networks; data and analysis) and their impacts (social, ethical, legal issues) and contributions to society. Projects introduce novice programming framework(s) and/or other online interfaces to explore and model issues. Prior programming experience is not required. Students may not receive credit for EDS 124AR and EDS 124A. Prerequisites: upper-division standing.

EDS 124BR. Teaching Computational Thinking for Everyone (4)

Examine issues in computing education (e.g., access and equity). Conceptual and skill development with core programming concepts (flow of control, abstraction, algorithms) using a novice programming framework. Computer science teaching and assessment methods for deep understanding. Prerequisites: upper-division standing.

COMM 169. Deaf Culture in the U.S. (4)

The relationship between small groups and dominant culture is studied by exploring the world of deaf people who have for the past twenty years begun to speak as a cultural group. Issues of language, communication, self-representation, and social structure are examined. Prerequisites: COMM 10 and two from COMM 100A, 100B, 100C.

EDS 125. History, Politics, and Theory of Bilingual Education (4)

This course provides a historical overview and models of bilingual education in the United States. Students will examine socio-cultural, theoretical, and policy issues associated with native language and second-language instruction, and legal requirements for public bilingual program.

EDS 126. Social Organization of Education (4)

(Same as SOCI 126) The social organization of education in the United States and other societies; the functions of education for individuals and society; the structure of schools; educational decision making; educational testing; socialization and education; formal and informal education; cultural transmission. Prerequisites: upper-division standing.

EDS 128 A-B. Introduction to Teaching and Learning (Elementary) (4-4)

This course series is for undergraduates who are exploring a career in elementary school teaching. Topics addressed include: theories of teaching and learning; research on cognition and motivation; and the cultural context of classroom teaching and learning. EDS 128A focuses on the learner in the teaching-learning interaction and EDS 128B focuses on the teacher in the teaching-learning interaction. Prerequisites: department approval required; EDS 139 must be taken as corequisite. EDS 130 or 134 must be completed before EDS 128A, and 128A for 128B. EDS 128A and EDS 128B are restricted for students applying to the EDS MEd/Multiple Subject Credential Program.

EDS 129 A-B-C. Introduction to Teaching and Learning (Secondary) (4-4-4)

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This course series is for undergraduates who are exploring a career in teaching secondary school seven to eight weeks full-time...