Education Upper-Division Courses

M102. Mexican Americans and Schools. (4) (Same as Chicana and Chicano Studies M102.) Seminar, two hours; discussion, two hours. Theoretical and empirical overview of Chicana/Chicano educational issues in U.S., with special emphasis on disentangling effects of race, gender, class, and immigrant status on Chicana/Chicano educational attainment and achievement. Examination of how historical, social, political, and economic forces impact Chicana/Chicano educational experience. P/NP or letter grading.

M103. Asian American Education and Schooling. (4) (Same as Asian American Studies M114.) Seminar, four hours. Examination of existing body of research from various disciplines on Asian/Pacific American educational experiences. Letter grading.

M104. Introduction to Arts Education for Multiple Publics: Theory and Practice. (4) (Same as Arts Education M102.) Seminar, three hours; outside study, nine hours. Introductory course with focus on arts education for multiple publics in inner-city settings. Study of core issues in arts education, creativity, and social justice as students develop, implement, and assess original syllabi, lesson plans, and community learning projects for multiple publics in inner-city schools and arts organizations. Collaboration with partner schools in planning, teaching, and evaluation of arts education programs in dance, music, theater, and visual arts. P/NP or letter grading.

M108. Sociology of Education. (5) (Same as Sociology M175.) Lecture, four hours; discussion, one hour. Study of how U.S. educational system both promotes socioeconomic opportunities and maintains socioeconomic inequalities: historical and theoretical perspectives on role of education in U.S. society; trends in educational attainment; ways in which family background, class, race, and gender affect educational achievement and attainment; stratification between and within schools; effects of education on socioeconomic attainment, family, health, attitudes, and social participation; educational policies to improve school quality and address socioeconomic inequalities. Letter grading.

M112. Inner and Outer Worlds of Children: Social Policies. (4) (Same as Honors Collegium M112.) Seminar, four hours. Practices and analysis of social policies impacting on children. Topics include assessment, social justice and geographical space, temporal orientation, and classical theories of adolescent development. Letter grading.

118. Literacy in Society. (5) Lecture, four hours. Literacy plays significant role in cognition and language, political governance and law, and economic, social, and personal well-being. Exploration of these aspects of literacy and their implications for teaching and learning. Examination of literacy in workplace, healthcare, and community. Consideration of new literacies, interrelationship between literacy and technology, and impact of illiteracy on income and opportunity. Letter grading.

120. Early Childhood Development. (5) Seminar, four hours. Development of positive social behaviors and their enhancement. Broad overview of children’s psychological development, with emphasis on personal, social, and emotional attributes of preschool and elementary school child. Aspects of prosocial behavior and aggression. Enhancement of prosocial behavior and modification of such negative behaviors as aggression. Review and evaluation of contemporary educational programs for promoting positive social behaviors in elementary schools. Methodological aspects of child development. Overview of early childhood education and issues related to role of family, school, and television in child development. Letter grading.

121. Introduction to K-12 Issues in American Public Education. (5) Seminar, four hours. Examination of American schooling experience (K-12) and analysis of various school and social policies that impact on children and adolescents. Systematic examination of major participants in American schooling process (parents, students, teachers, geographical space of school environment, school organizations, and society) and how they are associated with American schooling experience. Discussion of contemporary themes such as risk behaviors, SAT controversy, high school exit examinations, social promotion, technology in classroom, psychosocial development of children, school reform, equal educational opportunity, affirmative action, and educational assessment. Letter grading.

122. Perspectives on American College. (5) Seminar, four hours. Examination of role colleges and universities play in larger cultural life of U.S. society. Use of analysis of student movements as vehicle for exploration of key sociological, political, and cultural developments on U.S. campuses. Emphasis on interrelated research, academic, social, and policy issues underlying diverse system of higher education. Letter grading.

123. Teaching Profession. (5) Seminar, four hours. Exploration of traditional and alternative teaching practices and public responses to teachers teaching and students learning. Examination of education in socioeconomic context and discussion of some philosophical questions that challenge teaching profession. Letter grading.

C124. History of Higher Education. (5) Seminar, four hours. Exploration of major eras in history of higher education. Topics include issues concerning access, diversity, parental choice, cultural literacy, teacher empowerment, and role of popular media. Concurrently scheduled with course C209A. Letter grading.

C125. Politics of Education. (5) Lecture, two hours; discussion, two hours. Political dimensions of education institutions as organizations. Relationships between education institutions and political institutions in society. Political theory as foundation for public policy analysis; interest groups in education policy formation and implementation; and focus on Freireian pedagogy. Concurrently scheduled with course C207. P/NP or letter grading.

C126. Educational Anthropology. (5) Seminar, four hours. Research seminar designed to familiarize students with discipline of anthropology and subfield of anthropology and education. Exploration of concept of culture through various anthropological perspectives, with focus on theories of culture, cultural transmission and acquisition, and cultural reproduction and production for understanding schooling and its outcomes. Examination of research methodologies in anthropology, as well as critical historical overview of discipline and current debates and dilemmas of doing anthropological research in educational settings. Issues of race, gender, sexual orientation, and class, and consideration of application of anthropological theory and methods to educational practice and research. Concurrently scheduled with course C203. Letter grading.

127. Educational Psychology. (5) Lecture, two hours; discussion, two hours. Broad overview of educational psychology, with examination of relationship of teaching and learning; various perspectives as to how children learn; issues of teaching and learning that arise based on child’s social class, ethnic background, gender, age, and level of ability. Letter grading.

128. Adolescent Psychosocial Development: Problems and Potentialities. (5) Seminar, four hours. Research seminar providing overview of research literature on adolescent development and use of education environment as context for this development. Primary focus of adolescent development to be psychosocial in nature and relation of topics to understanding of one’s identity, personal development, and relationships with other individuals and society at large. Study of psychological and education theories that apply to specific sub-samples of adolescents (e.g., women and adolescents of color), as well as those that are relevant to population of youth at large. Letter grading.

129. Education and Law. (5) Seminar, four hours. Research seminar providing overview of high-profile legal controversies that shape so many policy debates at both K-12 and higher education levels. Major areas of focus include campus safety, religion and schools, educational quality and law, broadbased right to equal educational opportunity, and Internet-related issues and concerns. Letter grading.

130. Race, Class, and Education Inequality in U.S. (5) Lecture, two hours; discussion, two hours. Focus extensively on understanding educational experiences of following groups in U.S.: African Americans, Asian Americans and Pacific Islanders, Chicanas/Chicanos/Latinas/Latinos, and low-income white Americans. Examination of how historical development of public education in U.S. has influenced its present form. Critical look at some current issues and policy debates in education, including debate over school reform, bilingual education, and affirmative action. Letter grading.

131. Issues in American Education: Perspectives from History and Popular Culture. (4) Seminar, four hours. Exploration of ways we draw on different kinds of texts to illuminate critical issues in American secondary education. Issues include transformation in secondary education from 1890 to present, politics of social class, and racial and gender representation of secondary education. Letter grading.

132. Autism: Mind, Brain, and Education. (5) Lecture, two hours; discussion, two hours. Study of autism spectrum disorders (ASD) and related disabilities. Discussion of characteristics of disorder, effective interventions, and exploration of impact of children with ASD on families. Limited number of independent observations of individuals in community required. Letter grading.

133. Topics in Child Development and Social Policies. (5) Seminar, four hours. Research seminar designed to enable students to gain basic understanding of ways in which public policies are established and implemented, learn about policy landscape in several major domains of child and family life in U.S. and other countries, and use scientific research on children’s cognitive and social development to evaluate and understand effects of social and economic policies. Letter grading.

134. Educational Leadership, Organizational Theory, and Policy. (5) Seminar, four hours. Designed for students interested in developing understanding and appreciation for breadth of leadership models/theories in education, including traditional, entrepreneurial, behavioral, and relationship-based models. Analysis of effectiveness of organizations and/or policies in terms of educational leadership, and development of personal leadership profile in context of alternative models of leadership relevant to education. Letter grading.

135. Introduction to Educational Inquiry. (5) Seminar, five hours. Limited to juniors/seniors. Introduction to educational inquiry, with special attention to different ways of conducting research in field of education. Focus on different ways authors conceptualize/investigate inequity. Development of culminating project. Letter grading.

M136. Working Families and Educational Inequalities in Urban Schools. (4) (Same as Labor and Workplace Studies M136.) Seminar, three hours; fieldwork, five hours. Exploration of complex relationship between working-class and poor communities and inequalities in American urban schools. Drawing on multiple disciplinary frameworks that address issues of race, ethnicity, and immigration, schools viewed as sites where inequalities are produced and resisted. Review of history of exclusionary treatment and divergent conceptual frames that educational researchers have used to understand notion of inequality, access to quality public education, and how race, ethnicity, and class affect school experiences for working-class and poor communities. Look inside schools through community service learning opportunity to examine systems, structures, and everyday practices that sustain and reproduce inequality and policies that intend to remedy educational inequalities in urban schools. Opportunity to investigate issues of working-class families and inequalities as they relate to students’s own communities and experiences. P/NP or letter grading.

137. Public Policy in Higher Education. (5) Lecture, four hours. Introduction to range of contemporary and ongoing higher education public policy issues, and conceptual and theoretical frameworks typically used to understand them. Development of fluency in public policy language, with focus on national, state, and institutional policy perspectives. Letter grading.

138. Critical Pedagogy and Cultural Studies in Urban Education. (5) Lecture, two hours; discussion, two hours. Consideration of potential of conceptual and empirical work in critical pedagogy and cultural studies to inform, confront, and transform many challenges faced in urban education today. Study of theory and research of critical pedagogists such as Paulo Freire, Peter McLaren, and others. Letter grading.

139. Educational Program Evaluation. (5) Seminar, four hours. Stages and methods for conducting evaluations of educational and social programs, with emphasis on evaluation approaches that are theoretically grounded, methodologically rigorous, practical, and useful. Letter grading.

140. Time and Behavior in Educational Organizations. (4) Seminar, three hours. Designed for juniors/seniors. Exploration of psychosocial perspective of how temporal orientation and time investments impact and shape human behavior, with specific emphasis on educational issues related to school reform, teen pregnancy, school violence, teacher burnout, teacher midlife crisis, cultural diversity, information-seeking behaviors, and academic attainment. Letter grading.

141. Writing to Learn: Teaching Writing in Elementary and Secondary Schools. (4) Seminar, four hours. Ways to teach writing at elementary and secondary level through examination of related concepts of ideas, evidence, part, and whole, and writing process. Emphasis on how reading, writing, and thinking exercises engage students and lead them to develop their own ideas. Letter grading.

142. Reflections of Education Abroad Program Study. (4) Seminar, two hours; activity, two hours. Designed to provide returned Education Abroad Program (EAP) students with structured opportunity to deepen their reflections on their time abroad through contact with literature, academic articles, and speakers. Provides EAP reciprocity students with opportunity to analyze their transition to UCLA and allows both returned and reciprocity students chances to learn through service to EAP. Letter grading.

143. Understanding Pathways to College. (4) Lecture, two hours; discussion, two hours. Examination of inequality across K-12 and higher education to understand how college admissions are stratified across racial and class lines. Roles of school personnel, higher education admissions, families, and students in promoting equal educational opportunity. Course is good preparation for students interested in working in UCLA programs such as Early Academic Outreach Programs that serve students in Los Angeles area schools. Letter grading.

144. Advanced Undergraduate Research Seminar. (4) Seminar, four hours. Limited to juniors/seniors. Advanced independent skills course of joint interest to professor and student. Research topics deal with K-12 American educational experience, with specific emphasis on diversity, assessment, technology, at-risk, geographical space, and psychosocial development of children. Letter grading.

M145A-M145B. Restoring Civility: Understanding, Using, and Resolving Conflict. (4-4) (Same as Chicana and Chicano Studies M174A-M174B.) Lecture, one hour; discussion, three hours. Course M145A is enforced requisite to M145B. Designed for students who want to learn principles of dialogue and mediation, as alternatives to violence, and practice how to apply them in educational settings. In Progress (M145A) and letter (M145B) grading.

M145C. Alternatives to Violence: Peer Mediation in Public Schools. (4) (Same as Chicana and Chicano Studies M174C.) Lecture, one hour; fieldwork, three hours. Requisites: courses M145A, M145B. Limited to juniors/seniors. Application of student knowledge and experience to help students in partner schools to develop peer mediation programs to be sustained by future UCLA students. Work at partner school sites and demonstration of firm grasp of concepts of conflict resolution through weekly reflective journals, discussion through biweekly meetings, and final journal entry. Application of critical thinking, review of literature from earlier courses, and reflection on student field experiences to deepen understanding of violence, its causes, and what schools can do to mitigate it. Letter grading.

146A. Research Apprenticeship in Peer Counseling. (4) Seminar, four hours. Limited to juniors/seniors. Highly interactive, student-centered course designed to provide hands-on experience in academic peer advising and leadership and understanding of underlying theories, principles, and related issues. Students advise their peers in Education Studies minor courses and build community among those students. Letter grading.

146B. Research Apprenticeship in Peer Advising and Leadership. (4) Seminar, four hours. Enforced requisite: course 146A. Limited to juniors/seniors. Highly interactive, student-centered course designed to provide hands-on experience in academic peer advising and leadership and understanding of underlying theories, principles, and related issues. Students advise their peers in Education Studies minor courses and build community among those students. Letter grading.

147. Lesbian, Gay, Bisexual, and Transgender Issues in Education and Law. (4) Lecture, four hours. Lesbian, gay, bisexual, and transgender-related controversies that arise in schools, colleges, and universities today and how they are being addressed by legal and education communities. In particular, examination of real-life consequences of current laws and exploration of what might be done to make things better for all persons. Letter grading.

M148. Women in Higher Education. (4) (Same as Gender Studies M148.) Seminar, three hours. Designed for juniors/seniors. Overview of issues related to experience of women in higher education. Topics include curricular transformation, feminist pedagogy, gender equity, women faculty members, and intersection of gender and race. Letter grading.

149. Innovation and Social Entrepreneurship in Education. (5) Lecture, two hours; laboratory, two hours. Exploration of various types of charter schools as well as alternative methods for social change. Evaluation of in-depth social entrepreneurship, its theoretical constructs, and its application to charter schools as social enterprises. Letter grading.

150. Student Development in Theory and Practice. (2) Seminar, two hours. Introduction to field of student affairs and contribution of student development theory. General overview of various student affairs functions and programs, along with key theories that inform practice. P/NP grading.

151. Student Development in Theory and Practice: Strategic Career Decision Making. (2) Seminar, two hours. Importance of making informed career decisions and understanding how cultural and family values play role in career development process. Through interactive lessons and projects, development of strategies to anticipate and effectively deal with lifelong challenges such as work/life balance, career fulfillment, and career transitions. P/NP grading.

152A. Globalization and Learning. (4) Lecture, two hours; discussion, two hours. Introduction to different conceptualizations of globalization and their relationship to educational processes and learning in contemporary societies. Discussion of several concepts and theoretical lenses as basis for approaching and understanding how dialectics of global and local are affecting educational systems and learning over lifespans. Letter grading.

152B. Global Citizenship Education. (4) Lecture, four hours. Exploration of issues of global citizenship in education and society as whole by analyzing critical challenges and envisioning possible solutions to multiple layers of theoretical, empirical, and practical implementation of global citizenship education. Examination of how global citizenship education and education for sustainable development are beginning to impact life, actions, policies, and practices of educators, students, non-government organizations, governments, multinational organizations, and other key players in local and global contexts. Examination of how global citizenship education impacts our worldview, teaching, and learning as we strive to envision and work toward more just and sustainable society. Letter grading.

152C. Global Citizenship Education. (4) Lecture, four hours. Questions regarding nature and possibility of education that can foster global citizenship necessary to understand and resolve world’s most pressing issues. Focus on curriculum and instruction of global citizenship education. Using local and global research, exploration and analysis of various perspectives, curricula, and pedagogies pertaining to teaching and implementation of global citizenship education at different levels of education. Letter grading.

C160. Theory and Practice of Intergroup Dialogue: Building Facilitation Skills. (4) Seminar, four hours. Topics include social psychology of intergroup relations, intercultural and dialogic communication theories, methods for reconciling and bridging differences in schools and communities, research and evaluation of intergroup dialogues and other educational methods for improving intergroup relations, and core competencies for planning, delivering, and evaluating intergroup dialogues in multicultural settings. While providing foundational grounding in theory and pedagogy of intergroup dialogue, particular attention to relationships between intergroup dynamics, structural inequalities, systems of privilege and oppression, and mental health outcomes and disparities among populations. Concurrently scheduled with course C244. Letter grading.

162. Policy Analysis and Real Politics of Education. (5) Lecture, two hours; discussion, two hours. Exploration of relationship between scholarly policy analysis and actual workings of policy systems. Selected topics include achievement standards and assessment, school finance, equal access to education, and school reform. Letter grading.

CM163. Narratives of Justice: Disrupting School-to-Prison Pipeline — Arts, Activism, and Agency. (4) (Same as African American Studies CM113.) Lecture, four hours; discussion, one hour. Exploration of policies and practices, art and activism, and other forms of agency engaging school-to-prison pipeline. Concurrently scheduled with course CM229B. P/NP or letter grading.

164. Race and Education: Access, Equity, and Achievement. (5) Seminar, four hours. Social/psychological perspective on education, with particular attention to race, ethnicity, and inequality. Study of structural, social, and personal determinants of educational outcomes. Consideration of relationship of schools to social context and other societal institutions. Examination of how education sets life trajectory in America and effects of race/ethnicity on access to educational opportunity in our society. Letter grading.

166. Language, Literacy, and Academic Development: Educational Considerations for School-Age Multilingual and English Language Learner Students. (5) Seminar, five hours. Use of child-centered approach to examine instructional strategies and assessment practices with preK-12 multilingual and English language learner (ELL) students who are learning academic content at same time they are acquiring English (and possibly additional languages) in school. Critical comparison of effectiveness of English-only programming with dual-language approaches (e.g., two-way immersion, transitional bilingual education) and roles of summative and formative assessments in educational decision making with multilingual and ELL students. Letter grading.

170A. Experiential Learning: Community-Based Outreach Programs. (2) Fieldwork, four hours. Enforced corequisite: course 192A. Training and supervised practicum for undergraduate students interested in raising their academic achievement and that of high school and middle school students. Letter grading.

170B. Experiential Learning: America Reads. (2) Fieldwork, four hours. Enforced corequisite: course 192B. TB test required prior to first day of instruction. Training and supervised practicum for undergraduate students, including tutoring and mentoring of K-3 students at America Reads sites. Letter grading.

CM178. Critical Media Literacy and Politics of Gender: Theory and Production. (4) (Same as Gender Studies CM178.) Seminar, three hours. Corequisite: course CM178L. Use of range of pedagogical approaches to theory and practice of critical media literacy that necessarily involves understanding of new technologies and media forms. Study of both theory and production techniques to inform student analysis of media and critical media literacy projects. Concurrently scheduled with course CM278. Letter grading.

CM178L. Critical Media Literacy and Politics of Gender: Laboratory. (2) (Same as Gender Studies CM178L.) Laboratory, two hours. Corequisite: course CM178. Hands-on production experience as integral component of course CM178. Concurrently scheduled with course CM278L. Letter grading.

M182A. Language, Literacy, and Human Development Ethnography. (2) (Same as African American Studies M182A.) Fieldwork, three hours. Enforced corequisite: course M194A. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

M182B. Culture, Gender, and Human Development Ethnography. (2) (Same as African American Studies M182B.) Fieldwork, three hours. Enforced corequisite: course M194B. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

M182C. Culture, Communications, and Human Development Ethnography. (2) (Same as African American Studies M182C.) Fieldwork, three hours. Enforced corequisite: course M194C. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

M183A. Language, Literacy, and Human Development Ethnography. (3) (Same as African American Studies M183A.) Fieldwork, six hours. Enforced corequisite: course M194A. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

M183B. Culture, Gender, and Human Development Ethnography. (3) (Same as African American Studies M183B.) Fieldwork, six hours. Enforced corequisite: course M194B. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

M183C. Culture, Communications, and Human Development Ethnography. (3) (Same as African American Studies M183C.) Fieldwork, six hours. Enforced corequisite: course M194C. Students visit after-school site on weekly basis and use ethnographic methods to document learning. Opportunity for students to connect theories of development and language and literacy learning with practice. Letter grading.

184. Variable Topics in Teaching and Learning. (2) Lecture, one hour. Variable topics course, with emphasis on theories of teaching and learning, connecting them to instructional activities for students in various learning settings, including libraries and schools. P/NP grading.

185. Community Service Learning for Academic Achievement. (4) Lecture, two hours; discussion, two hours. Must be taken prior to course 192A. Emphasis on cognitive learning and motivation theories and their relevance to strategies for developing curricular instructional techniques and training that contribute to tutoring, counseling, and other instructional assistance in various school settings. P/NP or letter grading.

187. Variable Topics in Education. (5) Seminar, five hours; discussion, two hours. Limited to juniors/seniors. Variable topics course organized around disciplinary knowledge central to development of core understandings of educational and learning processes, phenomenon, policies, methods, and instruction. Development of culminating project. Consult Schedule of Classes for topics and instructors. May be applied as core credit for Education Studies minor students. May be repeated three times for credit. Letter grading.

189. Advanced Honors Seminars. (1) Seminar, three hours. Limited to 20 students. Designed as adjunct to undergraduate lecture course. Exploration of topics in greater depth through supplemental readings, papers, or other activities and led by lecture course instructor. May be applied toward honors credit for eligible students. Honors content noted on transcript. P/NP or letter grading.

189HC. Honors Contracts. (1) Tutorial, three hours. Limited to students in College Honors and departmental honors programs. Designed as adjunct to upper-division lecture course. Individual study with lecture course instructor to explore topics in greater depth through supplemental readings, papers, or other activities. May be repeated for maximum of 4 units. Individual honors contract required. Honors content noted on transcript. Letter grading.

M190. Arts Education Undergraduate Practicum: Preparation, Observation, and Practice. (4) (Same as Arts Education M192.) Seminar, three hours. Enforced requisite: course M104. Limited to juniors/seniors. Training and supervised practicum for advanced undergraduate students participating in Visual and Performing Arts Education minor. Students implement and evaluate original arts education programs under guidance of faculty members in small course settings. P/NP or letter grading.

M190SL. Arts Education Undergraduate Practicum and Capstone Project. (4) (Same as Arts Education M192SL.) Seminar, three hours; practicum, three hours; outside study, six hours. Enforced requisites: courses M104, M190. Limited to juniors/seniors. Continuation of arts education training and supervised practicum for advanced undergraduate students participating in Visual and Performing Arts Education minor. Students continue to implement and evaluate original arts education programs under guidance of faculty members and designated guiding teachers in K-12 public school settings. May be repeated for credit with consent of instructor. P/NP or letter grading.

191A-191X. Current Issues in Education. (4 each) Seminar, four hours. Limited to juniors/seniors. Variable topics course organized on selected current issues basis, integrating field observations and readings through seminar discussions. Development of culminating project. Consult Schedule of Classes for topics and instructors. May be repeated for credit. Letter grading.

192A. Undergraduate Practicum in Community-Based Outreach Programs. (2) Seminar, two hours. Requisite: course 185. Enforced corequisite: course 170A. Limited to juniors/seniors. Training and supervised practicum for advanced undergraduate students to study learning and developmental factors as well as cultural, social, and environmental factors that affect student academic achievement. Exploration, testing, and application of various learning styles that enable students to become more effective learners. Letter grading.

192B. Undergraduate Practicum in America Reads. (2) Seminar, two hours. Enforced corequisite: course 170B. Limited to juniors/seniors. TB test required prior to first day of instruction. Training and supervised practicum for advanced undergraduate students that provides opportunity to reflect on both content and experience pertaining to America Reads sites. Letter grading.

193Y-193Z. High School Advising Program. (4-4) Discussion, two hours; fieldwork, five hours. Service learning courses designed to provide students with information and techniques sufficient to allow them to undertake academic advising in low socioeconomic high schools. Letter grading.

M194A. Language, Literacy, and Human Development Research Group Seminars. (5) (Same as African American Studies M194A.) Seminar, three hours; laboratory, two hours (when scheduled). Research seminar designed to provide opportunity to combine theory and practice in study of human development in educational contexts. Focus on relationship between theories of development, culture, and language. May be taken independently for credit. Letter grading.

M194B. Culture, Gender, and Human Development Research Group Seminars. (5) (Same as African American Studies M194B.) Seminar, three hours; laboratory, two hours (when scheduled). Research seminar designed to provide opportunity to combine theory and practice in study of human development in educational contexts. Focus on relationship between theories of development, culture, and gender. May be taken independently for credit. Letter grading.

M194C. Culture, Communications, and Human Development Research Group Seminars (5) (Same as African American Studies M194C.) Seminar, three hours; laboratory, two hours (when scheduled). Research seminar designed to provide opportunity to combine theory and practice in study of human development in educational contexts. Focus on relationship between theories of development, culture, and technologies. May be taken independently for credit. Letter grading.

195. Community Internships in Education. (4) Tutorial, one hour; fieldwork, eight to 10 hours. Internship in K-16 schools or community to be supervised by Center for Community Learning and faculty sponsor. Students meet biweekly with teaching assistant, write reflective journals, and prepare final paper. May be repeated for credit. Individual contract with supervising faculty member required. Letter grading.

195CE. Community or Corporate Internships in Education. (4) Tutorial, one hour; fieldwork, eight to 10 hours. Limited to juniors/seniors. Internship in supervised preapproved K-12 settings coordinated through Center for Community Learning. Students meet on regular basis with faculty sponsor or designee to construct series of reading and writing assignments that examine educational issues related to meaningful work at internship site. Students expected to learn ways in which urban schools are structured, organized, and operate. May be repeated for credit. Individual contract with supervising faculty member required. P/NP or letter grading.

196C. Instructional Apprenticeship in Teaching and Learning at UCLA Lab School. (4) Tutorial, 10 hours. Limited to juniors/seniors. Training and supervised apprenticeship for advanced undergraduate students at UCLA Lab School (Corinne A. Seeds campus), K-6 elementary school on UCLA campus. Students gain understanding of innovative educational work that goes into teaching and learning at UCLA Lab School through seminars, readings, observations, and discussions. Individual meetings with faculty mentor throughout term. May be repeated for credit. Individual contract required. Letter grading.

196D. Instructional Apprenticeship in Teaching and Learning at UCLA Partner Schools. (4) Tutorial, 10 hours. Limited to juniors/seniors. Introduction to K-12 teaching profession through training and supervised off-campus experiences at UCLA partner schools (Nora Sterry Elementary School, Brockton Elementary School, Emerson Middle School, University High School, UCLA Community School, or other LAUSD schools coordinated by students). Students gain grounded understanding of social issues in education through readings, observations, direct support in classrooms, and tutoring activities. Individual meetings with faculty mentor throughout term. May be repeated for credit. Individual contract required. Letter grading.

196R. Research Apprenticeship in Education. (2 to 4) Tutorial, three hours per week per unit. Limited to juniors/seniors. Entry-level research apprenticeship for upper-division students under guidance of faculty mentor. May be repeated for credit. Individual contract required. P/NP grading.

197. Individual Studies in Education. (2 to 4) Tutorial, four hours. Limited to juniors/seniors. Individual intensive study, with scheduled meetings to be arranged between faculty member and student. Assigned reading and tangible evidence of mastery of subject matter required. May be repeated for credit. Individual contract required. P/NP or letter grading.

199. Directed Research or Senior Project in Education. (2 to 4) Tutorial, to be arranged. Limited to juniors/seniors. Supervised individual research or investigation under guidance of faculty mentor. Culminating paper or project required. May be repeated for credit. Individual contract required. P/NP or letter grading.