Education

This course focuses on mastering the concepts of creativity, learning, and innovation and how they are related. It introduces perspectives in different research traditions on learning and creative processes in individuals, groups, schools, organizations, and cultures. The course also covers design-based research methods used in studies of creativity, learning, and innovation in education, culture, and business sectors. There is a focus on practical group activities such as planning, leading, and evaluating creative processes.

This course is an overview of theoretical constructs and practical applications of leadership. Through readings, videos, assignments, and purposeful experiential missions, the course guides students in developing individual approaches to effective leadership. It provides a bridge between the Mexico and Sacramento halves of the program and has the following objectives:

1. To stimulate meaningful reflection for the participants in the Leadership in Social Justice & Public Policy program
2. To introduce and examine historical, philosophical, and theoretical perspectives of leadership
3. To explore practical applications of leadership theories
4. To assess and strengthen leadership skills and abilities
5. To understand how social identities influence leadership

Understand the basic laws of the interaction process between "learning" and "teaching"; master the psychology of students and teachers, master the general laws of students' physical and mental development, and the general laws of teachers' growth; be able to memorize and understand the principles of learning The nature, process and basic conditions of general learning, and master the general rules of individual learning. Master the basic principles of instructional design.

To enable learners to better understand the psychology of students and teachers, love teaching, care about the overall development of students, and invest more emotions in teaching.
To be able to consciously apply the educational psychology theory and knowledge learned in the practice of international Chinese education. Specifically: to be able to use the knowledge of educational psychology to explain actual teaching activities and designed educational teaching activities.

Educational psychology is a science that studies the basic laws of the interaction between learning and teaching through scientific methods. The content of educational psychology courses is organized around the process of interaction between learning and teaching, including learning psychology, teaching psychology, student psychology and teacher psychology. Four major parts. After taking this course, students should be able to understand and master the relevant theories of educational psychology, and should be able to consciously apply what they have learned to international Chinese education or other related teaching practices.

This course is the second of a series in learning analytics. It is strongly encouraged that learners take EDU223 Learning Analytics to prepare for this course. This course helps learners solve real-world problems via a foundation in critical thinking and data analysis. Learners bring together their knowledge of learning systems and combine these with data analytics to better understand how learning and communication take place online, especially in online learning environments. 

This is a research course. It is designed for learners to acquire the skills necessary to apply analytic methods that focus on discourse in learning contexts. We pay special attention to mediated-learning environments and foster independent skills in both Japanese and English via algorithmic methods of counting and comparing data samples. 
 

The topics of this course surround the data collection process and a simple inferential mini-study. Topics include:
- An introduction to advanced CMDA (computer-mediated discourse analysis), including examples of effective studies using CMDA

- How to develop a study- data selection.
- Constructing a human interaction study and its methodological pitfalls.
- Learner presentations of individually analyzed data.
- Introduction to Behavior Analysis.
- Introduction to Critical Discourse Analysis.
- Selecting Behavior Analysis or Critical Discourse Analysis for in-depth exploration

This course examines the nature of mathematical concepts and thinking. Students will reflect on their experience as a learner in the process of sense making, reasoning and co-constructing knowledge in mathematics. By examining origins and development of mathematical ideas in historical-cultural context and individual minds, students will understand means and issues in supporting mathematics learning

This course is intended for students who wish to participate in short- or long-term study abroad. The course addresses how students can actively think about their own goals for study abroad and how to prepare for their experience, by examining trends from a micro- and macro-perspective as well as providing examples of international experiences. In addition, through participatory learning, students will deepen their own thoughts about life and cross-cultural adaptation associated with living, whether studying or working, in a foreign country. By the end of the course, students will consider their study abroad experience as part of their career development. The course features experts in overseas study and training as guests speakers. 

This course discusses the strategies and dynamics of incorporation of underlying educational strategies towards indigenous peoples within Mexico from the Aztecs to the present through an anthropological and sociological lens. Topics include: the role of education within indigenous communities; the cultural impact of educational campaigns by the Mexican State; the current status of intercultural and bilingual education. 

This course takes a critical and in-depth look at language teaching methodology in light of recent research findings in second language acquisition. Approaches and methods will be reviewed and focus will be placed on task-based language teaching (TBLT). Theoretical and pedagogical principles underlying TBLT will be discussed as background to the approach and students will explore means of implementing TBLT in their own classrooms. Finally, comparative studies examining the merits of TBLT versus other approaches and methods will be critically examined.

This is an independent research course with research arranged between the student and faculty member. The specific research topics vary each term and are described on a special project form for each student. A substantial paper is required. The number of units varies with the student’s project, contact hours, and method of assessment, as defined on the student’s special study project form.

The purpose of this course is to provide students with opportunities to gain knowledge about the historical development of schooling and educational problems/difficulties in Japanese society as well as to consider the meanings and roles of education and schooling from different perspectives.  The main focus is on the primary and secondary education in Japan; however, students will also examine other countries’ education systems.  This course consists of a mixture of lectures, discussions, and presentations. Students are also expected to give classmates a broader perspective on education systems/efforts/issues that will be discussed in this course.