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Courses and Syllabi

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Code Number Hours Name of the Course
EDUC 803 3 Structural Equation Model (SEM) (PSYCH 804)

This course is designed to provide students with conceptual understanding of structural equation modeling (SEM) and guided experience running these analyses. The emphasis in this course is more applied than technical. At the end of this course, students will have the conceptual and analytic stills to specify, analyze, and interpret SEMs. A second goal of the course is for students to have sufficient conceptual, technical, and syntactic understanding of SEM to solve the methodological problems that will come up in your future work. 

EDUC 817 1 Interdisciplinary Seminar in Quantitative Social Science Methodology (STATS 817, SOC 810, PSYCH 817)

Prerequisites: Graduate standing and graduate-level courses in STAT 500 and STAT 501.
Considers methodological issues that arise in research in the social sciences. Themes for each meeting will arise from on-going research projects at U-M. Visiting researchers will provide a brief account of their aims and data before defining the methodological challenge for which they desire discussion.

EDUC 820 3 Causal Inference in Education Research

This course explores the use of experiments and quasi-experiments in education research. We will examine papers that use advanced research methods such as instrumental variables, regression discontinuity, propensity score matching, natural experiments, differences-in-differences, and randomized trials. Students will produce a substantial, original piece of research. The class is intended for PhD students early in their dissertation phase, as well as for advanced master’s students who plan to work with empirical research in a professional setting.

EDUC 830 3 Historical and Philosophical Roots of Science Education

Examines the ways in which science education has developed over the last century; looks at the history of science education through an extensive review of significant documents; and considers critically the ways in which changing views of the history, philosophy, and sociology of science have affected, and continue to affect, science education practice and research.

EDUC 831 3 Theory and Research on Learning and Instruction in Science

Discusses past and current issues in research on learning and instruction in science. Focuses on philosophical issues and theoretical frameworks used to understand how students learn science. Examines approaches to empirical work investigating students’ learning in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in science education.

EDUC 832 3 Theory and Research on the Development of Expertise in Science Teaching

Discusses theory and research on science teacher learning and development. Examines contemporary and historical frameworks for characterizing teacher learning and development, focusing on teacher knowledge, particularly subject matter and subject-specific pedagogical knowledge. Examines the use of computer-based tools for promoting teacher learning and development. Students will interview teachers regarding their knowledge and beliefs about teaching and learning science, observe their classroom practice, and analyze how knowledge and beliefs influence their practice.

Term Faculty Syllabus
Elizabeth A. Davis
EDUC 834 3 Designing Science Learning Environments

The course allows students to explore issues in designing science learning environments that promote deep understanding of science content and inquiry. Emphasis is placed on promoting learning through inquiry, collaboration, and the use of technology. In addition, students focus on issues of meeting the needs of diverse learners.

EDUC 835 1-3 Independent Study


EDUC 841 3 Advanced Studies in History and Sociology of Education

Prerequisite: EDUC 641 or EDUC 643.
Intended for advanced graduate students in educational foundations, provides training and experience in the design and implementation of research projects in the history or sociology of education.

May be elected twice.

EDUC 863 3 Planning, Analysis, and Institutional Research

Prerequisites: Graduate standing.
Considers the processes by which both long-range and short-range decisions may be made in institutions of higher education ; especially considers the uniqueness of planning, governing, and decision-making processes occasioned by participation of expert and semi-autonomous professional employees.

Term Faculty Syllabus
Fall 2020 Stephen L. DesJardins
EDUC 865 3 Evaluation and Assessment in Postsecondary Education

Prerequisites: Graduate standing.
Examines various theoretical and working models for assessment and evaluation in postsecondary education at several levels: assessing student outcomes, reviewing program outcomes, and conducting program and institutional accreditation. Prepares students to design and interpret evaluative research and assessment procedures.

EDUC 868 3 Philosophy of Academic Leadership

Prerequisites: Graduate standing. CSHPE core.

Furnishes the opportunity for each student to identify and defend a set of principles that will guide his or her action as an academic administrator on the fundamental issues of higher and continuing education. Analyzes classic philosophical works and applies them to such issues as right of access to postsecondary education, the nature of a liberal education, the participation of colleges and universities in social issues, and ethical obligations in research.

EDUC 869 3 The Scholarship of Academic Contexts and Success

Prerequisites: Graduate standing.
The goal of this course is to build students' knowledge and skills related to conceptualizing and critiquing research. Students analyze theoretical framing and methods of inquiry into the academic aspects of colleges and universities, and prepare critical integrative literature reviews on topics of interest.
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EDUC 870 3 International and Comparative Higher and Postsecondary Education

Investigates problems facing postsecondary education and other educational efforts internationally, using comparative methods and other pertinent techniques; different topics, such as adult literacy, cross-cultural transfers, and ways of reaching diverse populations, may be treated each time the course is offered.

Term Faculty Syllabus
EDUC 873 3 Race, Ethnicity and Gender in Higher Education

Prerequisites: Graduate standing.
Provides a view of the sociological and psychological issues affecting African Americans, Asian Americans, Latinos/as (Hispanics), Native Americans, and women in higher education. Topics include the racial and gender stratification of the higher education system and the emergence of institutions that serve special populations, a critical review of research on minority and women’s achievement, research on women and minority faculty, campus race relations, and controversies in the policies and discourse regarding cultural diversity.