Introduction/planning for individual program development, preliminary examinations, and dissertation prospectus. Modes of inquiry used in current research in education, databases relating to education, recent writings on literature synthesis, key contributions to education literature. prereq: EdPA or WHRE doctoral student

Logic of research design, from research questions and audience considerations to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. prereq: [8011 or EDPA 8011], OLPD PhD student

Introduction to foundational concepts, methods, and ethnographic work. Emphasizes theories that have shaped 20th-century thinking in cultural anthropology. Connection of these theories to fieldwork and contemporary issues.

Action research as method of improving teaching/learning in educational settings. Experience doing research in classrooms. Relative strengths/challenges of different approaches to classroom research. Ethical issues.

Preparation for identifying a research and development topic, reviewing the existing knowledge on the topic, planning and carrying out a project, further investigating the topic, and writing a report on the project. prereq: CI MEd student, or CI or EdPA Teacher Leadership MEd student

Conceptualizing an aesthetic-based research agenda, in such a way as to help students identify research questions and choose appropriate arts based methodologies for conducting qualitative research. prereq: Educ grad student or instr consent

Through readings and activities focused on published studies and articles, students explore theory/application of two narrative research forms, narrative analysis--in which stories of informants are collected and analyzed, and narrative construction--in which researchers compose qualitative data collected in research settings into the form of stories.

Theoretical/methodological foundations. Possibilities and problematics for understanding inequality/disparities in education. Research design, data collection, analysis, writing. prereq: MA or PhD student or Inst consent

Students apply CDA methods to analysis of written, visual, and spoken texts in social settings such as schools, families, and communities. prereq: [MA or PhD] student

Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student

How to code/analyze field notes. Individual/group interviews, multimedia using NUDIST NVivo software. Students interpret analyzed material and complete an article length document that includes a review of related research/methodology. prereq: [8133, 8148, grad student, completion of a qualitative research study] or instr consent

Students complete data collection/analysis, prepare research manuscript. Seminar discussions, critical examination of their own and peers? work. prereq: 8161

Seminar for advanced graduate students to work with queer and feminist theories in what is broadly constructed as educational research. We consider post-modern theoretical work that recognizes the "rational"� being and the mind/body dichotomy as constructions which re-produce existing structures. Collective memory writing is explored as a research method.

This course is a hands-on look at activist research methods situated in the context of Indigenous Language Revitalization. That is, what happens when a community problem is the organizing force in research? Students will be expected to both engage in language learning, research, designing a research project, and connecting this to critical thinking as applied to culture, language and indigenous language revitalization.

Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.

Paradigms in nursing/health, associated methods of scientific/scholarly inquiry. Inductive/deductive techniques for theory development Theory-testing using data obtained under controlled conditions. prereq: Doctoral student

Integrates scientific, statistical, and practical aspects of research. Inter-relationships among design, sample selections, subject access, human subjects requirements, instrument selection and evaluation, data management, analyses plans, grant writing, and research career issues. Field experiences required. prereq: 8114 or other 8xxx grad research methods course, 2 grad stat courses;

This course introduces students to knowledge and skills appropriate for the conduct of rigorous case study research in educational, organizational, and other social settings. Underlying purposes and assumptions of case study methods will be examined as well as a variety of methodological approaches. The course focuses on the use of qualitative and mixed-methods approaches as these are the predominant strategies employed in contemporary case study research. Accordingly, it emphasizes links between research purposes, the conceptualization of case study projects, and the development of researchable questions. It also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for case study reports. The bulk of the course is given to training in observation, generating field notes, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up case study data. The first segment of the course focuses on a critical discussion of research paradigms and epistemological assumptions of a variety of case study approaches. Students choose and critique a published case study from their field of interest. The second part of the course is devoted to a very small scale case study project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of case study research.

This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.

This course introduces students to paradigmatic assumptions, approaches, and the knowledge and skills, needed to undertake qualitative longitudinal research and analyses in education. The course first introduces students to the distinctions of qualitative longitudinal research, and the types of research problems and questions that this approach can address. The course explores the unique contributions of longitudinal research to understanding change, time and continuity. The course then focuses on several research methods' ethnography, life histories, and multiple interviews/observations that are used in qualitative longitudinal research, and the distinct and unique questions that longitudinal approaches using these methods can address. Using existing qualitative longitudinal datasets, students will then engage in different approaches and levels of qualitative longitudinal analyses. The course supports students in the analysis processes of qualitative data that they may use for their own research studies. Students will also produce a final paper of a mini-research project, including the qualitative longitudinal research questions, theoretical framework, approach and analyses they have used. prereq: Graduate Student. Requires foundational qualitative research knowledge eg., OLPD 5056 Case Studies; OLPD 5061 Ethnographic Research Methods or CI 8148 Conducting Qualitative Studies in Educat Contexts

Conceptual issues surrounding design/use of mixed methods in addressing problems/research questions in education. Critique of select mixed design exemplars published in respected research publications/practical application of analyses of data using mixed inquiry methods. prereq: [8133, 8148, OLPD 8812] or equiv, [CI PhD student or instr consent], additional quantitative/qualitative methodology courses recommended

Survey methods, including mail, phone, and Web-based/e-mail surveys. Principles of measurement, constructing questions/forms, pilot testing, sampling, data analysis, reporting. Students develop a survey proposal and a draft survey, pilot the survey, and develop sampling/data analysis plans. prereq: [5221 or 5231 or 5261 or equiv], [CEHD grad student or MEd student]

Application of statistical concepts/procedures. Analysis of variance, covariance, multiple regression. Experimental design: completely randomized, block, split plot/repeated measures. prereq: 3264 or 5261 or equiv

Quantitative research methods. Models of scientific inquiry. Role of theories/research design. Role of measurement error in quantitative data-based inference. Qualitative methods of inquiry. Quantitative/qualitative methodologies in methodologically-oriented studies in educational measurement, evaluation, stats.

Statistical Methods in Education I is the first course in an entry-level, doctoral sequence for students in education. This course covers estimation and hypothesis testing with a particular focus on ANOVA and an introduction to multiple linear regression. Prepares students for EPSY 8252/8262. prereq: [EPSY 5261 or equiv] or undergrad statistics course

General linear model used as context for regression. Matrix algebra, multiple regression, path analysis, polynomial regression, standardized regression, stepwise solutions, analysis of variance, weighted least squares, logistic regression. prereq: [8252 or equiv], regression/ANOVA course, familiarity with statistical analysis package

Factor analytic techniques/applications. Component, common factor, confirmatory analysis. Factor extraction, estimating number of dimensions. Rotation, factor scores, hierarchical factor analysis. prereq: [8252 or equiv or instr consent]

Quantitative techniques using manifest/latent variable approaches for analysis of educational/social science data. Introduction to structural equation modeling approaches to multiple regression, factor analysis, path modeling. Developing, estimating, interpreting structural equation models. prereq: 8265, [8252 or equiv]

Conceptual framework of hierarchical linear models for nested data, their application in educational research. Nature/effects of nested data, logic of hierarchical models, mixed-effects models. Estimation/hypothesis testing in these models, model-checking, nonlinear models. prereq: [8252 or equiv]

Traditional/modern approaches to analyzing longitudinal data. Dependent t-test, repeated measures ANOVA/MANOVA. Linear mixed models, multilevel models, generalized models. prereq: [8252 or equiv]

Meta-analysis is a methodology for conducting quantitative literature reviews in which the outcomes of empirical research studies are aggregated and their variation studied. This course will cover topics on problem formulation, sampling, variable coding, data analysis, and presentation of results in meta-analytic research. prereq: EPSY 8252 or equiv

Designs for quantitative description and quasi-experimental/experimental evaluation of scientific problems across domain of nursing. Evaluation of logic of design/attribution of causality from health and social science perspectives. prereq: [PhD student in nursing, advanced applied statistics] or instr consent

Use and application of cost-effectiveness, cost-benefit, cost-utility, and cost-feasibility in evaluation of educational problems and programs.

Role of research in HRD. Standards/criteria for evaluating research, critique of conference research papers, identification of emerging research themes. Offered in conjunction with the annual conference of Academy of HRD. prereq: [Registered, in attendance] at conference of Academy of HRD

Role of educational research in professional practice. Problems of practice for research. Alternative modes of research. Synthesis/application of results of research. prereq: Grad student

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

This class will give students the foundation in evaluation theory necessary for high-quality and ethical practice in evaluation, consulting, or other forms of organizational change Recommend 5501 or equivalent (can be taken concurrently)

This advanced course will provide students with an in-depth understanding of major evaluation theories, systems for organizing evaluation theories, and propose ways of expanding current theory. prereq: Doctoral standing OR instructor?s permission (enforced) Recommend OLPD 5502 (can be taken concurrently)

Independent study of an issue in theory or practice of program evaluation. prereq: [5501 or EDPA 5501 or EPSY 5243], instr consent

(No description) prereq: Max 18 cr per semester or summer; 24 cr required

Three-semester sequence beginning the second semester of PhD program aimed at guiding students through the development of a critical issue for the dissertation; review of relevant literature; and methodology for doctoral research; supports students as they prepare for written and oral qualifying examinations and prospectus meeting. prereq: OLPD PhD candidate

Examination of systems and philosophies of education globally with emphasis upon African, Asian, European, and North American nations. Foundations of comparative study with selected case studies.

This course provides a critical analysis of strategies used to improve educational outcomes worldwide. This course examines contemporary trends in educational policy, development, and practice, focusing on how?s and why?s of educational change. Empirical studies, organizational reports, and student experiences all inform class discussion. prereq: Grad student

Critical policy analysis of educational innovation and reform in selected countries. Use theoretical perspectives and a variety of policy analysis approaches to examine actual educational reforms and their implementation.

This seminar explores theories, debates, discourses, and practices that have historically linked international development (or simply ?development?) and education (both formal?schooling?and non-formal education). We will consider this linkage from different disciplinary perspectives, including anthropology, economics, history, political science, and sociology as well as interdisciplinary research that seeks to transcend these boundaries. We will examine the intertwined histories of colonialism, development, and education; efforts to promote national development through the expansion of schooling; the role of development institutions in shaping education policy and practice; and several current issues in the field of IED today. Throughout, we will consider different perspectives on how, and whether, education can foster better lives for people around the world.

Doctoral-level course. History, methodologies, and major debates in the field of comparative education. Major research paper or extensive literature review.

Introduction to cultural variables of leadership that influence functioning of cross-cultural groups. Lectures, case studies, discussion, problem-solving, simulations. Intensive workshop.

Analysis of comprehensive policy-oriented frameworks for international education; practices of U.S. and other universities; conceptual development of international education and its practical application to programs, to employment choices, and to pedagogy.

Introduction to the field of intercultural education and related field of multicultural education; analyzes the field through a critical lens; examines diverse meanings of education, including cultural knowledge.

Topical issues.

This course provides participants with a background to the history, approaches, theories, and applications in the field of intercultural communication. The principal goal is for each participant to be able to better apply theory and research from intercultural communication to inform participant?s own research, to improve a current project or program, or to enhance the ability to make an impact in a variety of organizational contexts.

Costs and economic benefits of education, with a focus on K-12; educational markets, prices, and production relationships; investment and cost-benefit analysis.

This course introduces students to knowledge and skills appropriate for the conduct of rigorous case study research in educational, organizational, and other social settings. Underlying purposes and assumptions of case study methods will be examined as well as a variety of methodological approaches. The course focuses on the use of qualitative and mixed-methods approaches as these are the predominant strategies employed in contemporary case study research. Accordingly, it emphasizes links between research purposes, the conceptualization of case study projects, and the development of researchable questions. It also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for case study reports. The bulk of the course is given to training in observation, generating field notes, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up case study data. The first segment of the course focuses on a critical discussion of research paradigms and epistemological assumptions of a variety of case study approaches. Students choose and critique a published case study from their field of interest. The second part of the course is devoted to a very small scale case study project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of case study research.

This course introduces students to knowledge and skills appropriate for the conduct of ethnographic research. Underlying purposes, assumptions, and distinctive characteristics of ethnographic methods will be examined as well as appropriate exemplars. Accordingly, the course emphasizes links between research purposes, the conceptualization of ethnographic projects and the development of researchable questions. The course also takes up a variety of ethical and political issues related to working with participants during the research process, as well as contemporary trustworthiness criteria for ethnographic written accounts. The bulk of the course is given to training in observation, generating field notes, developing interview questions, interviewing, collecting material cultural artifacts, using surveys, and analyzing, interpreting, and writing up ethnographic data. The first part of the course focuses on a critical discussion of ethnographic research purposes, epistemological assumptions, and essential features. Students choose and explore a published ethnographic study from their field of interest. The second part of the course is devoted to a very small scale ethnographic project which students design and carry out themselves. This project is supported by relevant readings and in-class activities (including peer review) related to the actual conduct of ethnographic research.

Topical issues in organizational leadership, policy, development.

Course or independent study on specific topic within department program emphasis.

Role of gender/gender relations in international development/education. Interdisciplinary body of literature from development studies, political science, economics, anthropology, cultural studies, gender/women's studies.

Insights from educational anthropology for educators to address issues of culture, ethnicity, and power in schools.

This course is an introductory overview of higher education in the international context and the processes of internationalization in which higher education institutions engage. It addresses contemporary issues facing regions, countries, and higher education institutions across the world and focuses on how higher education institutions approach their global work. The outcomes sought for students in this course include the following: Understanding of broad historical events, including the political, cultural, religious, psychological, and economic factors that shaped higher education in regions and countries across the world; Knowledge about the role of the federal government in shaping the structure of the higher education system in specific countries; Understanding of the process of internationalization as it relates to institutions across the world; Identification of the motivating factors that influence international activity related to higher education institutions; Identification of the cultural and sociopolitical factors that drive internationalization in higher education institutions. No single course can address all of the topics related to international higher education. In this course, the following seven primary questions serve as the focus for an analysis of international higher education: 1) What are the most significant historical factors that shaped higher education in a specific country, and to what extent do those country-specific historical factors help understand higher education in the region? 2) What is the role of the federal government in a country, and to what extent are within-country differences analogous to differences among states in the United States? 3) How is higher education financed within a country, and are there regional economic forces that affect countries in the region? 4) What is the structure of higher education in the country (e.g., public institutions, private non-profit institutions, and for-profit institutions)? 5) What sociocultural, political, and institutional aspects of institutions? global initiatives.

Contemporary educational institutions are characterized by rapid movements of people, knowledge, ideologies, and media, and are increasingly shaped by market-based reforms. Populism and stricter migration controls further prompt a rethinking of globalization and its effects on formal and non-formal education. This course enhances students' theoretical and contextual knowledge of globalization and demonstrates the advantages of a translocal view of educational processes and problems.

Topical issues.

This course provides participants with a background to the history, approaches, theories, and applications in the field of intercultural communication. The principal goal is for each participant to be able to better apply theory and research from intercultural communication to inform participant?s own research, to improve a current project or program, or to enhance the ability to make an impact in a variety of organizational contexts.

Critical aspects of historical/contemporary systems philosophy, thinking, and analysis. Development of concepts/skills applicable to understanding multiple dimensions of educational systems in diverse contexts. Implications for leadership and fostering organizational and systemic change.

This course introduces students to paradigmatic assumptions, approaches, and the knowledge and skills, needed to undertake qualitative longitudinal research and analyses in education. The course first introduces students to the distinctions of qualitative longitudinal research, and the types of research problems and questions that this approach can address. The course explores the unique contributions of longitudinal research to understanding change, time and continuity. The course then focuses on several research methods' ethnography, life histories, and multiple interviews/observations that are used in qualitative longitudinal research, and the distinct and unique questions that longitudinal approaches using these methods can address. Using existing qualitative longitudinal datasets, students will then engage in different approaches and levels of qualitative longitudinal analyses. The course supports students in the analysis processes of qualitative data that they may use for their own research studies. Students will also produce a final paper of a mini-research project, including the qualitative longitudinal research questions, theoretical framework, approach and analyses they have used. prereq: Graduate Student. Requires foundational qualitative research knowledge eg., OLPD 5056 Case Studies; OLPD 5061 Ethnographic Research Methods or CI 8148 Conducting Qualitative Studies in Educat Contexts

Public policy issues in education. Historical, international, political, research perspectives. Current policy strategies for reforming U.S. public schools.

Political dimensions of policy formulation/implementation in education. Use of power/influence in shaping educational policies and in resolving conflicts over educational issues. Analysis of consequences/cross-impacts. prereq: postbac, MEd, or grad student

Leadership theory. Emphasizes seminal scholars' work from related social science disciplines. Implications of theory for practice of leadership. Knowledge, behaviors, values, and skills needed in educational and other public settings.

Critical aspects of historical/contemporary systems philosophy, thinking, and analysis. Development of concepts/skills applicable to understanding multiple dimensions of educational systems in diverse contexts. Implications for leadership and fostering organizational and systemic change.

Public policy issues in education. Historical, international, political, research perspectives. Current policy strategies for reforming U.S. public schools.

Classical/current theories of organizations. Applications to education and related fields.

How theory is incorporated, affects the change process, and can improve schools/institutions of higher education. Characteristics that impact change processes/outcomes. Leadership/policy effects.

Introduction to major concepts, skills, and techniques for organization development/change. prereq: Grad student only

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

This advanced course will provide students with an in-depth understanding of major evaluation theories, systems for organizing evaluation theories, and propose ways of expanding current theory. prereq: Doctoral standing OR instructor?s permission (enforced) Recommend OLPD 5502 (can be taken concurrently)

Independent study of an issue in theory or practice of program evaluation. prereq: [5501 or EDPA 5501 or EPSY 5243], instr consent

Hands-on experience in conducting program evaluation in real-world setting under supervision of evaluation professional. prereq: [5501 or EDPA 5501 or EPSY 5243], instr consent

U.S. higher/postsecondary education in historical/contemporary perspective. Emphasizes structure, history, and purposes of system as a whole.

Leadership, governance, and administration in higher education through theoretical perspectives and practical analysis. Planning, change, decision making, organizational culture, budgets, conflict. prereq: [5001 or EDPA 5001], [5701 or EDPA 5701]

Theories, analytic methods, and critical issues in postsecondary education policy at national/state levels. Equality of educational opportunity, affirmative action, system governance/coordination, research funding, student financial aid, public accountability. prereq: [5001 or EDPA 5001], [5701 or EDPA 5701]

Issues involving population of students in colleges/universities. College student development theory, students' expectations/interests. How college affects student outcomes. Role of curricular/extracurricular activities. Student-faculty interaction.

Personnel training/development research. Critical review of selected/innovative practices. prereq: 5615 or HRD 5201

Organization development research. Critical review of selected, innovative practices.

This advanced course will provide students with an in-depth understanding of major evaluation theories, systems for organizing evaluation theories, and propose ways of expanding current theory. prereq: Doctoral standing OR instructor?s permission (enforced) Recommend OLPD 5502 (can be taken concurrently)

Leadership, governance, and administration in higher education through theoretical perspectives and practical analysis. Planning, change, decision making, organizational culture, budgets, conflict. prereq: [5001 or EDPA 5001], [5701 or EDPA 5701]

Independent study on issues of educational policy/administration. Arranged with instructor.

The goal of this course is to assist doctoral students in developing their ability to conduct research and theory building in human resource development (HRD). Designed as a capstone experience for students in their second year of doctoral studies, the course will not only strengthen their understanding of approaches to disciplined inquiry and knowledge of current theories and advanced scholarly work in HRD, but will also provide them with an opportunity to develop practical research skills, by developing proposals for research projects aimed at addressing real-life needs of various organizations, and conducting these projects. Through this course students will be able to: 1. Further develop their understanding of the philosophical foundations of theory and theory development 2. Understand and discuss current approaches to research and theory building, used in HRD and related fields 3. Examine different perspectives on research and theory building 4. Develop and demonstrate critical thinking skills necessary to understand, interpret, and evaluate research and theories in HRD 5. Identify, compare and critique examples of cutting-edge HRD research and theory building efforts 6. Become part of a community of scholars and contribute to the viability and productivity of this community 7. Understand issues of research ethics and apply ethics principles in their own scholarly work 8. Gain hands-on experience conducting HRD research in organizations 9. Learn how to write successful research proposals and practice developing proposals for dissertation research 10. Understand how to develop research reports for submission to industry clients and to academic publications, and practice writing and submitting papers to academic publications. This course will be offered over two semesters. During the fall semester sessions will consist of lectures and discussions, and during spring semester, in addition to regular class meetings, students will be working on their field research projects on-site with client organizations. Students will be expected to make one presentation in each of the two semesters: present a proposal for a dissertation research project in fall, and present the results of the field project at the end of the spring semester.