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Courses and Syllabi

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Code Number Hours Name of the Course
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.

EDUC 874 3 Law and Higher Education

Prerequisites: Graduate standing.
 
Explores basic legal theories and their application in higher education, using the case method of study and discussion; covers such topics as constitutional mandates of due process and equal protection, nondiscrimination in employment and educational programs, privacy and openness, tenure and academic freedom, contractual obligations, and program discontinuance.

EDUC 881 3 Public Policy Research and Analysis in Postsecondary Education

Prerequisites: Graduate standing. CSHPE core.
 
A seminar for advanced doctoral students that focuses on the identification, analysis, and report preparation related to a major public policy issue. The seminar stresses the dynamics and strategies of policy analysis in a complex policy arena, the various approaches to policy research, and the integration of varied data sources and analytical techniques. Students typically work in policy teams and develop a policy report and/or recommendations appropriate to the issue addressed.

EDUC 890 3 Multi-level Analysis of Survey Data (SURVMETH 790)

Prerequisites: EDUC 795 or other regression-based course.
 
The major phenomenon of interest in educational research is the learning of individual students. Because learning (a) implies change over time, and (b) occurs in organizational settings, two troublesome methodological problems persist in the social sciences: how to measure change and how to accommodate the grouped nature of the phenomenon (also referred to as the unit of analysis problem). In a sense, the problems share a common cause, since traditional statistical techniques are inadequate to model the hierarchical nature of both phenomena. This advanced course in quantitative methods introduces students to the analytic situations in which multilevel methods are ideal, trains students in the use of the statistical program Hierarchical Linear Models (HLM), and provides experience in multilevel analysis. Students must possess skill in multivariate data analysis through regression.

EDUC 891 3 Qualitative Methods Workshop

Prerequisites: EDUC 792 or permission of instructor
 
Workshop of presentations of educational research using qualitative methods. Generally, each session will be a presentation of qualitative research in progress. Students enrolled in the course will need to recruit a faculty mentor (generally not the instructor) to supervise their research project. Students should register for the course in the semester they present their research. This course fulfills the advanced research methods requirement for School of Education doctoral students.
 

EDUC 895 3 The Logic of Inquiry

Prerequisites: EDUC 695 or equivalent
 
Reviews and analyzes assumptions that underlie and support the various methods used to study educational phenomena. Considers question-finding and ways of linking research questions to appropriate methods.
 

EDUC 898 1 Professional Development Seminar

Prerequisites: none
 
Introduces students to current scholarly and professional issues within specific specialization areas. Designed to create and sustain a program of academic research.

EDUC 899 3 PhD Qualifying Paper (QP)

Prerequisites: 60 credit hours.
 
The overall goal of the Qualifying Papers is for students to conduct an in-depth, critical analysis of the existing literature relevant to a specific topic (QP A) and, based upon one researchable question from this literature review, to develop a conceptual framework or theory (QP B). The QP process certifies the student’s ability to engage in independent scholarship, and often the response becomes a basis for the dissertation. Whereas the goal of a dissertation literature review is to rationalize a particular empirical approach to a question, the QP involves a comprehensive and critical analysis of relevant literature. In the QP, writers must create thoughtful portraits of the existing literature on their topics. This consolidation process involves the identification of key crosscutting themes, evaluation of the knowledge claims made by others, assessment of the strengths and weaknesses of the extant literature, and articulation of the various questions that follow logically from one’s interpretations of the readings.

EDUC 965 1 Dissertation Research Seminar in Higher and Continuing Education

Prerequisites: Graduate standing as advanced doctoral student.
 
Offers guidance and discussion of dissertation research projects.

May be elected more than once.

EDUC 990 1-8 Dissertation, Precandidacy

Prerequisites: Graduate standing as advanced doctoral student.
 
For dissertation work by doctoral students not yet admitted to the status of candidate.

Credit Hours: 1-8, full term; 1-4, half term

EDUC 991 1-3 Prelims Part A

This course is a scholarly paper of sufficient length, depth, and complexity to demonstrate that the student is able to frame a significant and worthwhile problem, select a method or methods of research appropriate to the resolution of the problem, employ this method or these methods properly, and present the entire effort in writing that is both clear and cogent.

May be elected more than once; for Educational Studies doctoral students who began in Summer or Fall of 2008.

EDUC 992 1-3 Prelims Part B

This course is a written examination consisting of a number of questions or assignments designed to assess the breadth and depth of the students understanding of his or her specialty area as well as the place of this specialty field within the larger domain of education. Examples of assignments include an essay review of a book or books, an annotated syllabus for an advanced graduate course, a review of a research proposal, or an analytical review of a body of literature.

May be elected more than once; for Educational Studies doctoral students who began in Summer or Fall of 2008.

EDUC 995 4-8 Dissertation, Candidacy

Prerequisites: doctoral candidate.
 
Election for dissertation work by doctoral students who have been admitted to candidacy status.

Credit Hours: 8, full term; 4, half term