Learning Outcomes: 1. Demonstrate your knowledge and explain—in essays, exams, and online and face-to-face discussions—the significance of key actors, events, themes, and ideas relating to the history of American education.
Audience: Undergraduate

2. Interpret and contextualize a range of primary historical sources.
Audience: Undergraduate

3. Identify and evaluate historical arguments in secondary scholarly works.
Audience: Undergraduate

4. Develop and support your own historical interpretations based on primary and secondary sources.
Audience: Undergraduate

5. Engage in open and respectful dialogue while reflecting upon and acknowledging your own biases.
Audience: Undergraduate

6. Connect your academic work to contemporary public debates, to consider diverse perspectives, and to develop, revise, and support your own ideas about the world.
Audience: Undergraduate

Learning Outcomes: 1. Describe the diversity of education and educational practices, in and beyond formal classroom spaces, and in different parts of the world.
Audience: Undergraduate

2. Demonstrate an understanding of education as it shapes and is shaped by social, cultural, and historical contexts and relationships (indigeneity, community, race, gender, religion, geography, poverty, class, etc.).
Audience: Undergraduate

3. Compare their own educational experiences and aspirations to educational processes and practices in other spaces, places, and times.
Audience: Undergraduate

4. Employ various approaches to interpreting film.
Audience: Undergraduate

5. Demonstrate an appreciation of the complexities of the interpretative process within historical and cultural contexts.
Audience: Undergraduate

6. Apply critical approaches to the works and alternative ways of considering them.
Audience: Undergraduate

Learning Outcomes: 1. Describe the historical development of modern technology use in K12 and higher education
Audience: Undergraduate

2. Explain how core technologies have shaped K12 and higher educational systems
Audience: Undergraduate

3. Debate the role of specific types of technologies in the context of higher education and/or K12 education
Audience: Undergraduate

4. Analyze sociopolitical forces that govern adoption and use of emerging trends in educational technology
Audience: Undergraduate

5. Propose solutions for sociopolitical issues that arise from the use of educational technology in K12 and higher education
Audience: Undergraduate

Learning Outcomes: 1. Identify various perspectives on the purposes of education
Audience: Undergraduate

2. Describe how communities over time and around the world understand education
Audience: Undergraduate

3. Analyze the impact of poverty, race, gender, and socio-economic status on children globally
Audience: Undergraduate

4. Explicate the relationship between schooling and other life outcomes.
Audience: Undergraduate

Learning Outcomes: 1. Critically analyze the multiple purposes, complex governance and politics, contested discourses, and major problems and policies in education.
Audience: Undergraduate

2. Demonstrate familiarity with and ability to discern between competing perspectives on education policy.
Audience: Undergraduate

3. Apply concepts and knowledge from the course to analyzing new policies, reform proposals, and current events
Audience: Undergraduate

4. Utilize the skills developed in this class, combined with values and experiences, to develop and defend policy positions.
Audience: Undergraduate

Learning Outcomes: 1. Define the social, cultural, and/or historical context surrounding formal and/or informal education in the US and/or in a global context.
Audience: Undergraduate

2. Relate educational policy in a national and/or global context.
Audience: Undergraduate

3. Examine the causes and consequences of educational inequality related to race, class, gender, and/or other dimensions.
Audience: Undergraduate

Learning Outcomes: 1. Explain how gender, sexuality, and gender identity, as separate and intersected identities, have become situated as normal, natural, and static concepts, and the role that schooling plays in those processes
Audience: Undergraduate

2. Identify and summarize how students are racialized and gendered within educational settings and by educational policies and practices, and how class, religion, language, national status, and other factors intersect with gender, sexuality, and gender identity to shape different educational outcomes and experiences for students
Audience: Undergraduate

3. Analyze the effects of an intersectional approach to understanding gender, sexuality, and gender identity within students’ educational experiences, in the US and globally
Audience: Undergraduate

Learning Outcomes: 1. Improve skills relevant to exploring, preparing for, and experiencing opportunities in the fields of education, art, or health including develop resume, conduct an informational interview, communicate unique skills and qualities to an employer.
Audience: Undergraduate

2. Learn about and reflect on workplace expectations, norms, and skills
Audience: Undergraduate

3. Understand the work and future progression of a particular career pathway
Audience: Undergraduate

4. Through facilitated reflection, develop a career action plan to apply what is learned in the internship to future career goals
Audience: Undergraduate

Learning Outcomes: 1. Consider how language policies, practices, and pedagogies contribute to or interrupt inequality in their own lives, on campus, and in local communities.
Audience: Undergraduate

2. Analyze how linguistic inequality is often reinforced but can be addressed more equitably through education.
Audience: Undergraduate

3. Compare language policies and their impact on equity efforts across a range of locations.
Audience: Undergraduate

4. Learn about key concepts in the study of language, culture, and social inequality.
Audience: Undergraduate

5. Analyze how language constructs inequalities in texts, media and everyday interactions.
Audience: Undergraduate

6. Develop academic speaking and writing skills
Audience: Undergraduate

Learning Outcomes: 1. Define and consider social justice fully
Audience: Undergraduate

2. Explore politically engaged education efforts
Audience: Undergraduate

3. Examine contemporary theories that orient praxis in popular education, social justice education, and participatory action research
Audience: Undergraduate

4. Make links between theory and practice, including through reflection on their own experiences
Audience: Undergraduate

5. Improve critical reading, research, oral presentation, and academic literacy skills
Audience: Undergraduate

Learning Outcomes: 1. Develop awareness of the diversity of historical, political-economic, social and cultural meanings of ‘human,’ including the ethical imperatives and the exclusionary practices underlying them.
Audience: Undergraduate

2. Be familiar with global Human Rights frameworks and institutions, and develop a critical appreciation of their potential as well as limitations in particular sociocultural contexts.
Audience: Undergraduate

3. Develop a critical understanding of educational experiences in terms of Human Rights.
Audience: Undergraduate

4. Read and produce academic texts; more specifically: summaries, personal narratives, expository texts, and persuasive papers.
Audience: Undergraduate

Learning Outcomes: 1. Understand the social, cultural, and/or historical contexts of education policy, particularly as it is related to poverty and inequality.
Audience: Undergraduate

2. Evaluate educational policies related to poverty and inequality from multiple theoretical perspectives (e.g., historical, ethical/philosophical, economic/political, etc.).
Audience: Undergraduate

3. Analyze education policy issues related to poverty and inequality from diverse perspectives related to race, class, and/or gender, and other forms of social difference.
Audience: Undergraduate

4. Recognize and apply principles of socially responsible and ethical research.
Audience: Undergraduate

Learning Outcomes: 1. Describe the various norms, perspectives, traditions, structures, and purposes of education around the world.
Audience: Undergraduate

2. Examine the impact of socio-economic status, race, gender, migration status, language, and ability on students in various regions of the world
Audience: Undergraduate

3. Evaluate global educational reforms
Audience: Undergraduate

4. Analyze a variety of arguments and policies to improve educational quality and access
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate knowledge of the history of education and current education systems in East Asian societies.
Audience: Undergraduate

2. Define and compare the social, cultural, and historical context surrounding formal and informal education in East Asian societies.
Audience: Undergraduate

3. Critically examine the causes and consequences of educational inequality and stratification related to race, class, gender, and other dimensions in East Asian societies.
Audience: Undergraduate

4. Relate education systems, policies, problems, and reforms in East Asian societies in a national and global context.
Audience: Undergraduate

5. Develop skills in critical reading, the use of appropriate style and disciplinary convention and the productive use of core library resources.
Audience: Undergraduate

Learning Outcomes: 1. Analyze the relationship between schooling and incarceration including issues related to discipline, gender, and disability
Audience: Undergraduate

2. Articulate and evaluate your understanding of experiences of incarceration including the sources, assumptions, and implications behind your understanding
Audience: Undergraduate

3. Synthesize the lived experiences of diverse individuals impacted by incarceration to understand the range of forms learning takes place inside carceral facilities;
Audience: Undergraduate

4. Evaluate different policies and practices that operate at the intersections of education and incarceration.
Audience: Undergraduate

Learning Outcomes: 1. Explain the economic, social, cultural, and political dimensions of educational development.
Audience: Undergraduate

2. Critically compare and contrast theoretical approaches that have shaped international educational development.
Audience: Undergraduate

3. Describe current issues in international educational development
Audience: Undergraduate

4. Identify and compare the assumptions, benefits, and limitations of different educational policy and planning approaches.
Audience: Undergraduate

5. Discuss and critique prevailing assumptions about education and development.
Audience: Undergraduate

6. Demonstrate critical thinking skills as well as academic speaking and writing skills.
Audience: Undergraduate

Learning Outcomes: 1. Gain a deeper knowledge and understanding of other cultures and their environments.
Audience: Undergraduate

2. Develop greater cultural self-awareness and intercultural competence.
Audience: Undergraduate

3. Develop different economic, political, social, and educational perspectives on global issues.
Audience: Undergraduate

4. Increase their capacity to analyze issues with appreciation for disparate viewpoints
Audience: Undergraduate

5. Develop career readiness and gain leadership skills that are relevant for a global world.
Audience: Undergraduate

6. Communicate appropriately and effectively with diverse individuals and groups.
Audience: Undergraduate

7. Examine their own actions in terms of personal responsibility and ethical, social and environmental consequences.
Audience: Undergraduate

8. Develop a better understanding of the diversity of the host society and better understand the diversity in their own society.
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate an understanding of the social, cultural, and/or historical contexts of education policy.
Audience: Undergraduate

2. Analyze education policy from multiple theoretical perspectives (e.g., historical, ethical/philosophical, economic/political, etc.).
Audience: Undergraduate

3. Demonstrate analysis on education policy issues from diverse perspectives related to race, class, and/or gender, and other forms of social difference.
Audience: Undergraduate

4. Recognize and apply principles of socially responsible and ethical research.
Audience: Undergraduate

Learning Outcomes: 1. Understand how ontology and epistemology shape research design and methods
Audience: Undergraduate

2. Develop research questions appropriate to qualitative research
Audience: Undergraduate

3. Develop a conceptual framework
Audience: Undergraduate

4. Design and initiate a qualitative research project
Audience: Undergraduate

5. Practice research, including observations and interviews
Audience: Undergraduate

6. Give informed feedback on qualitative research projects
Audience: Undergraduate

7. Analyze qualitative data
Audience: Undergraduate

8. Exercise their academic skills in oral presentations and writing
Audience: Undergraduate

Learning Outcomes: 1. Apply basic quantitative research methods to education research
Audience: Undergraduate

2. Employ statistical software to import, manage, transform, visualize and analyze education data and research.
Audience: Undergraduate

3. Develop skills necessary to interpret secondary datasets in education research using appropriate quantitative methods.
Audience: Undergraduate

Learning Outcomes: 1. Develop an understanding of various conceptualizations of human-earth relations, and the consequences of these understandings on human actions and educational responses
Audience: Undergraduate

2. Utilize existing scientific evidence to recognize the shape and scope of anthropogenic climate change and its extensive impacts on human and planetary health.
Audience: Undergraduate

3. Examine educational and knowledge-generation approaches that appear to hold promise for a more sustaining global future.
Audience: Undergraduate

4. Explain the social, economic, and/or environmental dimensions of the sustainability challenges of addressing climate change and justice through education.
Audience: Undergraduate

5. Apply sustainability principles and/or frameworks to addressing the challenges of educating for sustainable development.
Audience: Undergraduate

6. Describe the social, economic, and environmental dimensions of climate change and environmental justice and identify potential trade-offs and interrelationships among these dimensions at a level appropriate to the course.
Audience: Undergraduate

Learning Outcomes: 1. demonstrate an understanding of the social, cultural, and/or historical contexts of education policy
Audience: Undergraduate

2. examine education policy from multiple theoretical perspectives (e.g., historical, ethical/philosophical, economic/political, etc.)
Audience: Undergraduate

3. analyze education policy issues from diverse perspectives related to race, class, and/or gender, and other forms of social difference
Audience: Undergraduate

4. Recognize and apply principles of socially responsible and ethical research
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate a strong degree of economic literacy and articulate economic perspectives
Audience: Undergraduate

2. Discuss the production, costs, and financing of K-12 and higher education systems
Audience: Undergraduate

3. Describe economic aspects of teachers, teacher quality, and teacher labor markets;
Audience: Undergraduate

4. Differentiate broad K-12 and higher education markets, choices, and incentives through an economic lens
Audience: Undergraduate

5. Review, synthesize, and critique economic literature on a variety of education policy issues
Audience: Undergraduate

6. Practice critical reading, logical thinking, and use of evidence within the economics discipline
Audience: Undergraduate

7. Demonstrate skilled written and verbal communication on multiple points of view across topics
Audience: Undergraduate

8. Generate and communicate recommendations for policy and practice by synthesizing theory and contexts
Audience: Undergraduate

Learning Outcomes: 1. Formulate research-based arguments on topics in education using academic literature, including both primary and secondary sources
Audience: Undergraduate

2. Demonstrate an understanding of the social, cultural, and historical contexts of education policy and practice
Audience: Undergraduate

3. Examine education policy from multiple theoretical perspectives
Audience: Undergraduate

4. Examine different historical and social-science methods to answer major questions in education research, both contemporary and enduring
Audience: Undergraduate

5. Analyze education policy issues from diverse perspectives related to race, class, and gender, and other forms of social difference
Audience: Undergraduate

Learning Outcomes: 1. demonstrate their knowledge and explain the significance of key actors, events, themes, and ideas relating to the history of American education
Audience: Both Grad & Undergrad

2. interpret and contextualize primary historical sources
Audience: Both Grad & Undergrad

3. identify and evaluate historical arguments in secondary scholarly works
Audience: Both Grad & Undergrad

4. locate, synthesize, and evaluate information from primary and/or secondary sources in order to develop and support their own evidence-based historical interpretations
Audience: Undergraduate

5. locate, synthesize, and evaluate relevant primary historical sources in order to construct evidence-based historical interpretations.
Audience: Graduate

Learning Outcomes: 1. Examine the diverse ways that people have conceptualized change and the educational mechanisms that drive it across disciplines, research methodologies, and epistemologies.
Audience: Undergraduate

2. Analyze how theories of change conceptualize human growth and development, national and international development, and global sustainability; and integrate new information about international development, education, and their own positionality into their existing frame of knowledge.
Audience: Both Grad & Undergrad

3. Describe and analyze how different theories of change could be applied to key international development problems that require global educational solutions (e.g., HIV/AIDS and climate change); produce a final project that proposes a new international development education project to at least one group of stakeholders in international development arenas.
Audience: Both Grad & Undergrad

4. Determine for themselves what theories of change most appeal to them and why; recognize the voice, resource, and power dynamics in each change approach; and decide how they might move their understanding of a theory of change into practicable action, in part through reflection on their sources, and in part through reflection on their own positionality.
Audience: Both Grad & Undergrad

5. Synthesize and analyze information arising from multiple disciplinary, methodological, and epistemological literatures on theories of change, and situate international development education within these traditions.
Audience: Graduate

6. Explain the social, economic, and/or environmental dimensions of the sustainability challenges of international development paradigms, and the sustainability challenges posed by current international development efforts.
Audience: Both Grad & Undergrad

7. Analyze the causes of and solutions for the sustainability challenges of international development and international education.
Audience: Both Grad & Undergrad

8. Describe the social, economic, political, and environmental dimensions of international development education efforts and identify potential trade-offs and interrelationships among these dimensions at a level appropriate to the course.
Audience: Both Grad & Undergrad

Learning Outcomes: 1. Identify and interrupt assumptions (including stereotypes and prejudices) about migrants, particularly refugees.
Audience: Both Grad & Undergrad

2. Critically examine the links between the modern state, borders, security, and forced migration.
Audience: Undergraduate

3. Differentiate the foundations and evolution of the field of education in emergencies in relation to refugee issues and adopt a critical stance on refugee education.
Audience: Both Grad & Undergrad

4. Analyze how educators in formal and nonformal settings can offer rich learning experiences to children and youth with refugee status.
Audience: Undergraduate

5. Exercise your academic skills in oral presentations and writing.
Audience: Undergraduate

6. Develop the conceptual tools to trace and follow conversations about the modern state, borders, security, and forced migration.
Audience: Graduate

7. Critically assess academic literature in the fields of refugee studies and education in emergencies.
Audience: Graduate

8. Draw from key concepts to analyze how educators in formal and nonformal settings shape the learning experiences of children and youth with refugee status.
Audience: Graduate

9. Write an argument-driven paper and exercise your academic skills in oral presentations.
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of the history of and the political and social influences on afterschool programs
Audience: Undergraduate

2. Identify types of community-based after school programs and key issues within them
Audience: Undergraduate

3. Identify the roles, challenges, and experiences of leaders, afterschool educators, youth workers, and diverse youth participants in community-based afterschool programs
Audience: Undergraduate

4. Analyze how afterschool programs relate to broader social forces and education discourses
Audience: Undergraduate

Learning Outcomes: 1. Demonstrate their knowledge and explain the significance of key actors, events, themes, and ideas related to the history of childhood and adolescence
Audience: Both Grad & Undergrad

2. Interpret and contextualize primary historical sources
Audience: Both Grad & Undergrad

3. Identify and evaluate information from primary and/or secondary sources in order to develop and locate, synthesize, and evaluate information from primary and/or secondary sources in order to develop and support their own evidence-based historical interpretations
Audience: Undergraduate

4. Locate, synthesize, and evaluate primary historical sources in order to construct evidence-based historical interpretations
Audience: Graduate

Learning Outcomes: 1. Identify contemporary social issues or problems and their significance for educational purposes and practices.
Audience: Both Grad & Undergrad

2. Critically analyze educational policies and social issues using various qualitative theories and methodologies.
Audience: Graduate

3. Demonstrate knowledge and reflective responses about specific social issues or problems discussed in the course.
Audience: Both Grad & Undergrad

Learning Outcomes: 1. Develop knowledge about how urban school problems are framed, a variety of prominent policies aimed at improving urban schools, and explanations for the difficulty of changing urban school districts
Audience: Undergraduate

2. Critically reflect on contemporary and enduring debates about urban school problems, policies, and the politics of school system change.
Audience: Undergraduate

3. Apply concepts and lessons from the course to analyze new issues and pressing concerns related to urban school policy.
Audience: Undergraduate

Learning Outcomes: 1. Critically reflect about an array of higher education policies
Audience: Both Grad & Undergrad

2. Communicate effectively about perspective and viewpoints on higher education policy issues with others
Audience: Both Grad & Undergrad

3. Analyze higher education policies and convey ideas clearly in writing
Audience: Both Grad & Undergrad

4. Utilize various research theory and methodologies to concisely articulate and analyze debates about higher education
Audience: Graduate

Learning Outcomes: 1. Identify various analytic frameworks that guide legal analysis.
Audience: Both Grad & Undergrad

2. Apply principles and/or frameworks to a situation or issue.
Audience: Both Grad & Undergrad

3. Understand their role in the development and implementation of law and policy.
Audience: Both Grad & Undergrad

4. Recognize the many legal issues inherent in daily school practice.
Audience: Undergraduate

5. Explore various legal principles.
Audience: Undergraduate

6. Examine the sources of law and the various interests that the law seeks to balance.
Audience: Undergraduate

7. Recognize and identify independently the many legal issues inherent in daily school practice.
Audience: Graduate

8. Explore and apply various legal practices and their application.
Audience: Graduate

9. Examine the sources of law and the various interests that the law seeks to balance, provide varying arguments in written form.
Audience: Graduate

10. Find and understand primary sources of legal authority (e.g. actual cases, statutes, and administrative rules).
Audience: Graduate

Learning Outcomes: 1. Understand the role schools and education play in enhancing or reproducing gender inequality
Audience: Both Grad & Undergrad

2. Explain theories on the social construction of gender and sexuality
Audience: Both Grad & Undergrad

3. Describe and reflect on the history of the gender equity movement in education
Audience: Both Grad & Undergrad

4. Read, discuss, and write about research on students with diverse gender and sexual identities
Audience: Both Grad & Undergrad

5. Develop analytical skills necessary to think about intersectional identities how they are tied to students’ experiences in education
Audience: Both Grad & Undergrad

6. Explain and analyze pedagogical approaches and school policies’ effects on learners of diverse gender and sexual identities
Audience: Both Grad & Undergrad

7. Analyze the role that educational research, policies and practices play in causing, ameliorating, or exacerbating gender inequities
Audience: Both Grad & Undergrad

8. Build the skills necessary to apply these concepts and approaches to our own final research project on a gender related topic
Audience: Both Grad & Undergrad

9. Read and evaluate scholarly research in the fields of education, sociology, feminist studies, anthropology, etc
Audience: Graduate

Learning Outcomes: 1. Develop knowledge about research and theory on teaching as an occupation, teachers’ work, and policy implementation or policy appropriation.
Audience: Both Grad & Undergrad

2. Critically reflect on the relationship between policy and practice.
Audience: Both Grad & Undergrad

3. Apply concepts and lessons from the course to analyze “real world” examples of teaching (or administrative) practice and explain how policy is or is not practiced in schools.
Audience: Both Grad & Undergrad

4. Concisely articulate research-based evidence and reflections about education policy and practices
Audience: Graduate

Learning Outcomes: 1. Explain the specific tenets of community-engaged, participatory research and evaluation
Audience: Both Grad & Undergrad

2. Demonstrate an understanding of qualitative social science theories, epistemologies, and methodologies related to education research
Audience: Both Grad & Undergrad

3. Collect and analyze data
Audience: Both Grad & Undergrad

4. Demonstrate professional standards for conducting scholarship ethically and responsibly
Audience: Both Grad & Undergrad

5. Design a participatory, community-engaged study
Audience: Graduate

Learning Outcomes: 1. Compare language policies and their impact on equity efforts across a range of locations
Audience: Both Grad & Undergrad

2. Identify key concepts in the study of language.
Audience: Both Grad & Undergrad

3. Compare a range of approaches to studying language and education.
Audience: Both Grad & Undergrad

4. Critically analyze how language functions to construct inequalities in texts, media and everyday interactions.
Audience: Both Grad & Undergrad

5. Develop critical media literacy skills by connecting contemporary events with theories and debates we discuss in class.
Audience: Both Grad & Undergrad

6. Develop academic speaking and writing skills.
Audience: Both Grad & Undergrad

7. Critically reflect on language politics in own field of study and research interests
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of diverse historical and qualitative social-science theories, epistemologies, and methodologies related to education research and evaluation.
Audience: Both Grad & Undergrad

2. Develop a researchable question and design an historical or qualitative social-science research or evaluation project on some aspect of education policy, past or present.
Audience: Undergraduate

3. Develop a researchable question and design an historical or qualitative social-science research or evaluation project on some aspect of education policy, past or present -- design research or evaluation specific to area of studies.
Audience: Graduate

4. Gain experience conducting a field-based and/or archival research project and presenting their research or evaluation in a thesis.
Audience: Both Grad & Undergrad

5. Write clearly and compellingly for diverse audiences about complex topics in educational history and policy.
Audience: Both Grad & Undergrad

6. Understand professional standards for conducting scholarship ethically and responsibly.
Audience: Both Grad & Undergrad

Learning Outcomes: 1. Develop an understanding of the general field of monitoring, evaluation, and research and the role of equity-focused approaches within the field
Audience: Graduate

2. Analyze the quality and utility of diverse monitoring and evaluation systems, and particularly their utility in increasing equity
Audience: Graduate

3. Develop an understanding of the role of power and inequity in shaping project, program, and policy intended and unintended consequences
Audience: Graduate

4. Recognize the similarities and differences among traditional and alternative monitoring and evaluation approaches and their roles in fostering equity
Audience: Graduate

Learning Outcomes: 1. Describe data and distributions
Audience: Graduate

2. Identify relationships between variables
Audience: Graduate

3. Explain the relationship between internal and external validity
Audience: Graduate

4. Demonstrate knowledge of inferential statistics through a final exam
Audience: Graduate

5. Use computer software to analyze data
Audience: Graduate

Learning Outcomes: 1. Become familiar with the concepts, language, methods, and applications of research and evaluation
Audience: Graduate

2. Formulate clear research questions
Audience: Graduate

3. Identify an appropriate research design to answer research questions and contribute to generalizable knowledge
Audience: Graduate

4. Assess the strengths and weaknesses of the research design in any given study
Audience: Graduate

5. Learn and practice a range of research techniques
Audience: Graduate

6. Incorporate anti-oppression practice into research studies
Audience: Graduate

7. Write a detailed, feasible, and rigorous research proposal
Audience: Graduate

Learning Outcomes: 1. Analyze existing data to answer research questions about educational policy
Audience: Graduate

2. Explain data management and variable creation for quantitative research
Audience: Graduate

3. Identify and employ methods for secondary analysis through a final project
Audience: Graduate

4. Use computer software to analyze data
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of diverse historical and qualitative social-science theories, epistemologies, and methodologies related to education research and evaluation.
Audience: Graduate

2. Define different evaluation paradigms, purposes, designs, and stakeholders
Audience: Graduate

3. Develop basic skills of evaluation work, such as aligning aims and methods, writing research questions and hypotheses, and identifying data measures
Audience: Graduate

4. Develop skills to plan and manage an evaluation project
Audience: Graduate

5. Understand professional standards for conducting research and evaluation ethically and responsibly
Audience: Graduate

Learning Outcomes: 1. Demonstrate understanding of the course content: both the broad themes and specific cases we’ll study in the history of radical and experimental education in the US and UK.
Audience: Both Grad & Undergrad

2. Demonstrate the ability to think historically: to determine historical significance; to evaluate evidence; to identify continuity and change; to assess cause and consequence; to demonstrate understanding of contextualization and periodization; to take historical perspectives; and to critically assess the moral dimensions of history.
Audience: Both Grad & Undergrad

3. Identify, analyze, and critique historical arguments (as presented by our authors and classmates).
Audience: Both Grad & Undergrad

4. Develop original historical arguments using primary and secondary sources (in class discussion and in our informal and formal writing assignments).
Audience: Graduate

5. Communicate historical knowledge, interpretations, and arguments clearly in writing, discussion, and oral presentations.
Audience: Both Grad & Undergrad

Learning Outcomes: 1. Articulate the relationship between education and social inequality in the U.S. along various dimensions
Audience: Both Grad & Undergrad

2. Apply critical thinking skills to your understanding of educational institutions and individual educational experiences
Audience: Both Grad & Undergrad

3. Effectively communicate what you learned about the sociology of education both orally and in writing
Audience: Both Grad & Undergrad

4. Read and evaluate sociological research on education and schooling
Audience: Undergraduate

5. Read and evaluate sociological research on education and schooling and relate to own methodological and theoretical backgrounds
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of diverse historical and qualitative social-science theories, epistemologies, and methodologies related to education research.
Audience: Both Grad & Undergrad

2. Develop a researchable question and design an historical or qualitative social-science research project on some aspect of education policy, past or present.
Audience: Both Grad & Undergrad

3. Gain experience conducting a field-based and/or archival research project and presenting their research in a thesis.
Audience: Both Grad & Undergrad

4. Write clearly and compellingly for diverse audiences about complex topics in educational history and policy.
Audience: Both Grad & Undergrad

5. Understand professional standards for conducting scholarship ethically and responsibly.
Audience: Undergraduate

6. Understand professional standards for conducting scholarship ethically and responsibly and conducting historical research related to their specific research inquiry and project.
Audience: Graduate

Learning Outcomes: 1. Critically compare and contrast theoretical approaches that have shaped the field of comparative international education.
Audience: Both Grad & Undergrad

2. Identify and compare the assumptions, benefits, and limitations of different educational policy and planning approaches on comparative international education.
Audience: Both Grad & Undergrad

3. Utilize concepts and lessons from the course to analyze new issues and pressing concerns related to comparative international education
Audience: Both Grad & Undergrad

4. Apply various research methods to analyze data and research related to the comparative international education
Audience: Graduate

Learning Outcomes: 1. Demonstrate knowledge of basic concepts, principles, tools, and common challenges in survey methods in education research
Audience: Both Grad & Undergrad

2. Critically examine the causes and sources of biases in survey methods and demonstrate knowledge in approaches to address these biases
Audience: Both Grad & Undergrad

3. Apply principles in sampling to draw and document a survey sample
Audience: Both Grad & Undergrad

4. Apply principles of question design in developing survey questions and instruments
Audience: Both Grad & Undergrad

5. Critically evaluate survey design, instruments, and research based on survey data
Audience: Graduate

6. Develop a professionally written proposal for an education research project with a survey component
Audience: Graduate

Learning Outcomes: 1. Apply resources and strategies for enhancing your life and well-being as a doctoral student
Audience: Graduate

2. Meet faculty and fellow students in the department and learn about their epistemologically, methodologically, and topically diverse research
Audience: Graduate

3. Learn, through a series of scaffolded assignments, to write a robust literature review
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of diverse historical theories, epistemologies, and methodologies related to education research
Audience: Graduate

2. Develop a researchable question and design an historical research project on some aspect of education policy, past or present
Audience: Graduate

3. Gain experience conducting an archival research project and presenting their research in a thesis
Audience: Graduate

4. Write clearly and compellingly for diverse audiences about complex topics in educational history
Audience: Graduate

5. Apply professional standards for conducting scholarship ethically and responsibly
Audience: Graduate

Learning Outcomes: 1. Develop and articulate a clear understanding of economic evaluations in education
Audience: Graduate

2. Discuss and write about concepts in economic evaluation
Audience: Graduate

3. Assess empirical work for strengths and weaknesses of rigor of evidence
Audience: Graduate

4. Distinguish cost analyses, cost-feasibility studies, benefit-cost analyses, and cost-effectiveness studies
Audience: Graduate

5. Articulate the strengths and weaknesses of each approach, including what settings facilitate which type
Audience: Graduate

6. Design and peer-review research employing economic evaluation in education
Audience: Graduate

7. Conduct research proposal applying methods covered in class to contribute to the field
Audience: Graduate

Learning Outcomes: 1. Identify political and economic influences on education policy.
Audience: Graduate

2. Compare and contrast various theories of political economy.
Audience: Graduate

3. Understand education as a site of struggle among different groups and ideologies in society.
Audience: Graduate

4. Examine theories and practices of neoliberalism and related concepts (e.g., late liberalism, racial capitalism).
Audience: Graduate

5. Explore linkages among shifting political and economic trends and educational agendas
Audience: Graduate

6. Determine how neoliberalism (and attendant theories) influence educational policies and practices, including through the interrelated processes of globalization, privatization, marketization, and corporatization.
Audience: Graduate

7. Critically assess claims and arguments about what kind of educational reforms are needed and their potential implications
Audience: Graduate

8. Describe intersectional (e.g., gendered, raced, classed) dimensions of labor, globalization, capital, and education
Audience: Graduate

9. Critically reflect on assumptions about education and the possibilities of social and educational change
Audience: Graduate

Learning Outcomes: 1. Explain the social, economic, and/or environmental dimensions of the sustainability challenge(s) facing African educators, policymakers, and communities
Audience: Graduate

2. Apply sustainability principles and/or frameworks to addressing the challenges facing African schools, communities, and states
Audience: Graduate

Learning Outcomes: 1. Examine various theories about the relationship between economic, social and political development education
Audience: Graduate

2. Consider how different disciplines have shaped the field of comparative and international education (CIE) over time
Audience: Graduate

3. Discuss the relationships among major actors and institutions in the field of comparative and international education (CIE)
Audience: Graduate

4. Write a publishable academic book review
Audience: Graduate

5. Write an argument-driven academic literature review to inform their own research project
Audience: Graduate

Learning Outcomes: 1. Explain the social, economic, and political dimensions of migration
Audience: Graduate

2. Explain and describe the relationship between migration and education
Audience: Graduate

3. Write clearly and compellingly for diverse audiences, including scholars, policy makers and the public
Audience: Graduate

Learning Outcomes: 1. Understand the political and social context of community-based spaces engaging youth
Audience: Graduate

2. Disrupt and redefine static notions of “community,” “education,” and “educator”
Audience: Graduate

3. Understand the heterogeneity of community-based spaces engaging youth
Audience: Graduate

4. Examine the relationships of power undergirding community-based spaces
Audience: Graduate

5. Explore the role, challenges, and experiences of community-based leaders, educators, and youth workers
Audience: Graduate

6. Explore the experiences of diverse youth participants in community-based programs
Audience: Graduate

7. Understand the relationship between community-based educational spaces and traditional school contexts
Audience: Graduate

8. Engage in critical dialogue about the role of "youth work" and community-based spaces in broader education discourse and reform
Audience: Graduate

Learning Outcomes: 1. Describe various legal issues and identify those issues inherent in the delivery of pupil services.
Audience: Graduate

2. Explain the foundation created by federal disability law (Section 504, ADA, IDEA).
Audience: Graduate

3. Describe the relationship between state and federal law in the delivery of special education.
Audience: Graduate

4. Apply legal principles to a set of facts.
Audience: Graduate

5. Explain the relationship between statutory and regulatory requirements and practice.
Audience: Graduate

6. Identify various analytic frameworks that guide legal analysis.
Audience: Graduate

7. Apply principles and/or frameworks to a situation or issue.
Audience: Graduate

8. Analyze existing policies and practice from a legal perspective.
Audience: Graduate

9. Explain the dynamic nature of this branch of school law and will identify tools and resources available to help them remain current.
Audience: Graduate

Learning Outcomes: 1. Compare and contrast major theoretical and disciplinary approaches to educational research
Audience: Graduate

2. Compare and critique comparative research methods
Audience: Graduate

3. Analyze the cultural, economic, and political forces that influence educational policy and practice around the world
Audience: Graduate

4. Discuss current debates in the field and to develop your own informed opinion about them
Audience: Graduate

5. Hone critical reading and writing skills and demonstrate these skills in class discussions, oral presentations, and written papers
Audience: Graduate

Learning Outcomes: 1. Map central theoretical traditions and contemporary innovations in the field of education
Audience: Graduate

2. Apply, analyze, and evaluate the key concepts from these traditions
Audience: Graduate

3. Compare and contrast social theories
Audience: Graduate

4. Connect theoretical arguments and empirical education research
Audience: Graduate

5. Engage diverse theoretical perspectives to analyze relationships between education and society
Audience: Graduate

6. Analyze education policies and practices from diverse theoretical perspectives
Audience: Graduate

7. Develop specific skills in theoretical discourse, including in writing
Audience: Graduate

Learning Outcomes: 1. Identify and discuss the significance of key actors, events, themes, and historiographical debates relating to the history of education in multicultural America
Audience: Graduate

2. Identify, analyze, and evaluate historical arguments in secondary scholarly works
Audience: Graduate

3. Interpret and contextualize primary historical sources
Audience: Graduate

4. Locate synthesize, and evaluate information from secondary sources and/or primary sources in order to develop and support evidence-based historical and historiographical interpretations
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of diverse historical theories,epistemologies, and methodologies relevant to historical research.
Audience: Graduate

2. Develop a researchable question and design a project on some aspect of the history of childhood/adolescence.
Audience: Graduate

3. Gain experience using primary and secondary sources in historical research.
Audience: Graduate

4. Write clearly and compellingly for diverse audiences.
Audience: Graduate

5. Demonstrate understanding of professional standards for conducting scholarship ethically and responsibly.
Audience: Graduate

Learning Outcomes: 1. Identify and discuss the significance of key actors, events, themes, and historiographical debates pertaining to the history of education
Audience: Graduate

2. Identify, analyze, and evaluate historical arguments in secondary scholarly works
Audience: Graduate

3. Interpret and contextualize primary historical sources
Audience: Graduate

4. Locate, synthesize, and evaluate information from primary and secondary sources in order to develop and support evidence-based historical and historiographical interpretations
Audience: Graduate

Learning Outcomes: 1. Analyze and articulate the relationship between urban education and broader political, social, and economic contexts.
Audience: Graduate

2. Critically analyze the role that urban educational policy, school structures, and school actors play in causing, ameliorating, or exacerbating educational inequities .
Audience: Graduate

3. Critically analyze the role that out-of-school factors (e.g. home, community, and broader economic and political contexts and conditions) play in causing, ameliorating, or exacerbating educational inequities.
Audience: Graduate

4. Evaluate research and policy on urban educational issues .
Audience: Graduate

5. Effectively communicate what they learned about urban educational issues both orally and in writing, to both academic and non-academic audiences.
Audience: Graduate

Learning Outcomes: 1. Demonstrate an understanding of diverse social theories, epistemologies, and methodologies related to education , globally, cross-nationally, and comparatively
Audience: Graduate

2. Develop a researchable question that engages with the social theories explored in class
Audience: Graduate

3. Write clearly and compellingly for diverse audiences about complex education topics
Audience: Graduate

4. Apply professional standards for conducting scholarship ethically and responsibly
Audience: Graduate

5. Explain the social, economic, and/or environmental dimensions of the sustainability challenge(s) of education
Audience: Graduate

6. Apply sustainability principles and/or frameworks to addressing the challenge of educational problems
Audience: Graduate

7. Describe the social, economic, and environmental dimensions of education and identify potential trade-offs and interrelationships among these dimensions at a level appropriate to the course
Audience: Graduate