What This Document Is
This is a syllabus for EDUC 525: Challenges in Urban Education – Learning, a doctoral-level course offered at the University of Southern California’s Rossier School of Education in Spring 2009. It outlines the course’s foundational principles, expectations, and structure, focusing on the application of research-based strategies to diagnose and improve educational outcomes. The course centers around a systematic approach to understanding and addressing learning and motivational challenges within diverse educational contexts.
Why This Document Matters
This syllabus is essential for prospective students and those currently enrolled in EDUC 525. It provides a comprehensive overview of the course’s objectives, helping you determine if it aligns with your academic and professional goals. It’s particularly valuable for doctoral students preparing for careers in education – spanning K-12, higher education, and related fields – who aim to become effective “education doctors” capable of analyzing and resolving complex learning issues. Understanding the course requirements and approach *before* committing to the course will ensure you are well-prepared for the workload and intellectual demands.
Common Limitations or Challenges
This syllabus provides a high-level overview and does not contain the detailed course readings, specific assignment instructions, or in-depth explanations of the theories and models discussed. It will not reveal the specifics of the case study assignment, the collaborative activities, or the grading rubrics. Access to the full syllabus is required to fully understand the course’s day-to-day operations and expectations.
What This Document Provides
* An overview of the course’s central theme: applying systematic analysis to improve learning.
* Information about the instructor and the course’s place within the Rossier School of Education’s Ed.D. program.
* A description of the core methodology used for diagnosing and addressing performance gaps.
* A list of required textbooks for the course.
* A statement of the core assumptions about effective learning that underpin the course’s instructional design.
* An outline of student and instructor responsibilities for a successful learning experience.