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CREW-Related CoursesWe include here courses from various departments around campus. Please contact CREW if you would like us to list a relevant course that does not appear here.
SPRING 1998 courses:
ED 280 EDUCATION, TRAINING, AND EMPLOYMENT
FINANCIAL MANAGEMENT FOR NONPROFIT ORGANIZATIONS
SOCIAL STUDIES OF SCIENCE: PLACES OF KNOWLEDGE, TRAJECTORIES OF PRACTICE
CULTURES OF LABOR AND LEARNING
ED 280 EDUCATION, TRAINING, AND EMPLOYMENT
W. Norton Grubb Mondays 1:00 - 4:00 School of Education Control No. 22933 First class meeting: Jan. 26, 1998 Tolman 3507A
This course will examine the development of occupational purposes for various education and training institutions since the turn of the century, and then explore their effects on employment and economic conditions as well as on curriculum, pedagogy, and other educational purposes. Different sections of the course will examine: the history of occupational purposes; the continued uncertainty about school-based versus work-based learning; the effects of changing labor markets on formal schooling; the implications of changing economic conditions and occupational requirements for the competencies taught in education and training institutions; the effects of occupational purposes on curriculum and pedagogy; human capital theory and alternative conceptions of the contribution of education to employment; the effects of education on earning and on earnings inequality; the role of education in racial, ethnic, and gender-related differences in employment; the development of a "system" of vocational education, short-term job training, and welfare-to-work programs since 1960; recent reforms including those in vocational education, school-to-work, and welfare.
This course can be "customized" to take into account other student interests, including the role of schooling in developing countries, historical issues, and non-standard and informal sources of education and training.
The course will use some microeconomic theory and statistical analysis, but there are no formal prerequisites. A preliminary syllabus is available from Marjorie Lovejoy in Tolman 3659 (642-0709).
FINANCIAL MANAGEMENT FOR NONPROFIT ORGANIZATIONS (offered by the Business School)
CCN 77196 2 units Tuesdays, 2:00 - 4:00pm 89 Dwinelle Professor: Tom Courtney, M.P.A.
The purpose of this course is to provide both the theoretical knowledge and practical skills for managing finances in nonprofit organizations. The course will focus on the financial management issues faced by senior and middle managers. Students will learn the tools and techniques for effective planning and budgeting as well as how to control, evaluate and revise plans. Accounting principles and systems will be examined from a management perspective with an emphasis on designing systems to meet the unique management information needs of different organizations. The use and development of internal and external financial statements will be covered. Students will learn the tools and techniques of financial statement analysis, interpretation and presentation. Other topics include: grant and contract management, managing restricted funds, and working with boards of directors and other key stakeholders. The course is designed to develop the core financial management skills needed by senior and middle managers in large and small organizations. These include the practice of critical and analytical thinking, the ability to synthesize and plan, the knowledge of how to control and evaluate, and the skills to communicate. We will address the real challenges, opportunities and problems of managing resources in nonprofit organizations.
Questions, please contact Merle Hancock (mah@socrates.berkeley.edu)
PERFORMANCE ASSESSMENT (offered by the School of Education)
Course control number 22975, section 3. Spring semester, 1997-1998. Wednesdays, 1-4 (1-3 or 2-4, to be decided by class). Maryl Gearhart.
Stakeholders in the educational process have been calling for assessments that capture "authentic," complex performances. These new assessments require students to tackle complex and significant tasks, bringing to bear their prior knowledge and relevant skills, sometimes in contexts that involve collaboration. Exhibitions, publications, presentations, investigations, written or oral responses to open-ended tasks, journals, and portfolios are examples. Students' performances are then judged for their quality and for evidence of students' knowledge and competencies. In this course, we'll examine performance assessment practices and their underlying assertions regarding knowledge, learning, teaching, and assessment. We'll consider the conduct of any assessment as a practice; teachers, students, and others work to interpret 'student learning' using a variety of strategies and technologies, ranging from more traditional tools of psychometric measurement to dialogic methods to which no number is ever attached. We'll begin with an examination of debates surrounding uses of standardized testing (and similar forms of classroom testing). We'll then focus on performance-based assessment practices that their designers view as representing reform movements in each discipline. Examples will be drawn from assessments used in the classroom as well as those used for accountability purposes, and from all subject areas and levels, with more attention to assessment of writing and mathematics at the elementary level. We'll consider the ways that the forms of assessments and assessment practices afford certain kinds of insights about student learning, while constraining others. We'll also consider tensions among the forms and functions of assessment commonly used in schools, as well as implications for changes needed in educational practice and in the professional preparation and work of teachers. Although this is not a course in measurement design or validation, certain technical issues and concepts will be considered, including evolving views of validity deriving from psychometric traditions. Students whose interests are in measurement should find ways to deepen their understandings of their expertise. A key component of the course will be the conduct of mini-studies of performance assessment used in K-12 schools.
Contact Maryl Gearhart, Graduate School of Education, 4413 Tolman Hall. (510) 643-4082 (work) (510) 642-3555 (work FAX) (510) 559 7744 (home). gearhart@uclink4.berkeley.edu
SOCIAL STUDIES OF SCIENCE: PLACES OF KNOWLEDGE, TRAJECTORIES OF PRACTICE
EDUC 290D (SPECIAL TOPICS), Sec. 1, 3 units. Course Control #22977
Jean Lave and Rogers Hall. Wednesdays 1-4, 2327 Tolman
This seminar will offer an introduction to, or an opportunity to reconsider, core literature in Social Studies of Science. Central to this interdisciplinary field are tensions between conceptions of science as knowledge and science as practice. We will explore these tensions through time and across genres of science studies, including ethnographic, cultural and feminist studies of science, social studies of knowledge, and micro-sociologies. Within this basic framework we expect to focuscritically on the signature ways in which this work relies on, ignores,characterizes and generates imaginative approaches to the spatialconstitution of science knowledge/practice and to spatio-temporal trajectories of learning and knowledge production.
CULTURES OF LABOR AND LEARNING
EDUC 290D (SPECIAL TOPICS), Sec. 2, 3 units. Course Control #23292
Harley Shaiken and Jean Lave. Tuesdays 1-4, 4607 Tolman
Complex ways of working, in different organizational and technological contexts, change over time. "Learning," a term that can encompass many meanings, must be critical to/in these changes. In fact, coming to participate in changing practices of work is one way to conceive of learning. In this seminar we will examine three long term debates, in each case asking questions about the nature of work as well as the nature of learning from the perspective of historically changing work practices. These include the debate on the deskilling of industrial work in relation to changing technologies and Taylorization, the discussion concerning the development of work cultures with a focus on gender and teamwork, and debates over the meaning of "learning" when standard distinctions among kinds of work and workers are called into question.
EDUC 290D (SPECIAL TOPICS), Sec. 3 , 3 units. Course Control #23395
Harley Shaiken. Wednesdays 4-7, 4529 Tolman
Description to be announced.