Twin Cities campus
 
Twin Cities Campus

Education, Curriculum, and Instruction Ph.D.

Curriculum & Instruction
College of Education and Human Development
Link to a list of faculty for this program.
Contact Information
Department of Curriculum and Instruction, 125 Peik Hall, 159 Pillsbury Drive SE, Minneapolis, MN 55455 (612-625-2545; fax: 612-624-8277).
Email: cigs@umn.edu
Website: http://cehd.umn.edu/ci
  • Program Type: Doctorate
  • Requirements for this program are current for Fall 2023
  • Length of program in credits: 75
  • This program does not require summer semesters for timely completion.
  • Degree: Doctor of Philosophy
Along with the program-specific requirements listed below, please read the General Information section of this website for requirements that apply to all major fields.
By focusing on the curricular and instructional processes central to all educational endeavors, graduate programs within the Department of Curriculum and Instruction prepare students for academic and professional roles in K-12 education, post-secondary education, research settings, educational service agencies, and business and industry. The PhD degree includes formal tracks in the following: arts in education; culture and teaching; elementary education; learning technologies; literacy education; science, technology, engineering and mathematics (stem) education; second language education; and social studies education. Students must have an interest in research in education or a related field; students plan a program of coursework that prepares them to conduct scholarly research in an area of expertise related to a track listed above.
Program Delivery
  • via classroom (the majority of instruction is face-to-face)
Prerequisites for Admission
The preferred undergraduate GPA for admittance to the program is 3.00.
A master's degree is preferred for admission to some of the tracks within the PhD program, but it is not always required.
Other requirements to be completed before admission:
Generally a bachelor's degree with licensure and/or teaching experience fulfills the requirement. For some areas, however, there is no equivalent undergraduate program. In that case, 15 to 20 credits of undergraduate coursework determined acceptable by faculty is adequate.
Special Application Requirements:
Applicants must submit transcripts from every college attended (even those where a degree wasn't earned), scores from the GRE, scores from the TOEFL/IELTS/MELAB (if applicable), three letters of recommendation from individuals familiar with their scholarship and research potential, a clearly written statement of career interests, goals, and objectives, a diversity statement, and a resume. Some program tracks require an example of academic writing. Doctoral applications are reviewed by department faculty once per academic year.
Applicants must submit their test score(s) from the following:
  • GRE
International applicants must submit score(s) from one of the following tests:
  • TOEFL
    • Internet Based - Total Score: 79
    • Internet Based - Writing Score: 21
    • Internet Based - Reading Score: 19
    • Paper Based - Total Score: 550
  • IELTS
    • Total Score: 6.5
  • MELAB
    • Final score: 80
Key to test abbreviations (GRE, TOEFL, IELTS, MELAB).
For an online application or for more information about graduate education admissions, see the General Information section of this website.
Program Requirements
39 credits are required in the major.
12 credits are required outside the major.
24 thesis credits are required.
This program may be completed with a minor.
Use of 4xxx courses towards program requirements is not permitted.
A minimum GPA of 3.00 is required for students to remain in good standing.
A total of 75 credits is required for the education, curriculum and instruction PhD program. Requirements include core coursework required by all students, major coursework in the student's selected track, research methodology coursework, and a minimum of 12 credits in a minor or supporting program. All PhD students must also complete 24 doctoral thesis credits. Specific courses and additional work vary depending upon the track and are planned in consultation with the faculty advisor.
Program Sub-plans
Students are required to complete one of the following sub-plans.
Students may complete the program with more than one sub-plan.
Arts in Education
The PhD program's arts in education track presents opportunities for students with experience in schools or other informal educational settings to develop necessary philosophical, theoretical, and methodological competence to make scholarly contributions to the field. Working as researchers, scholars, policy makers, and practitioners, graduates become educational leaders in universities, colleges, K-12 school districts, museums, community arts organizations, and government agencies. Students typically carry out dissertation inquiry in local urban and suburban schools, several renowned art museums in the Minneapolis-St. Paul area, and within the initial teacher licensure program at the University. Both qualitative and quantitative research methods have guided PhD candidates' inquiry on the following: rightness of aesthetic-based problem solving, design thinking, and media arts theory and practice in arts classrooms; teaching critical literacy in and through the arts; innovation in culture-based arts education; and other knowledge building questions specific to art teacher development and retention. Faculty and students are committed to understanding equity and social justice in both research and teaching. Graduate students often work closely with faculty in the development, implementation, and evaluation of national, state, and local arts education initiatives.
Arts in education students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 15 credits. CI 8085 is a required course as well, though it may be taken as either a major requirement course or as a research elective course.
CI 5075 - The Social, Historical and Cultural Foundations of Arts Education (3.0 cr)
CI 5078 - Application of Aesthetic Theory in Education (2.0 cr)
CI 8075 - Seminar: Art Education (2.0 cr)
CI 8079 - Arts Based Research in Education (3.0 cr)
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor
Elective
3 credits selected in consultation with faculty advisor
Culture and Teaching
The culture and teaching (CaT) track engages the study of education as a cultural phenomenon. Students in CaT study a range of educational processes that take place both in and beyond the borders of schools, and explore alternative epistemologies and pedagogies. Faculty and students are dedicated to seeking better understandings of issues pertaining to equity and social justice in both research and teaching. The track is interdisciplinary and collaborative, so students' work will encompass many different approaches, methods, and perspectives. Some of CaT's courses focus on the ways in which teachers are prepared to teach; engage in ongoing professional development; and develop their own personal and professional identities within collegial communities. Other courses examine the salience of understanding white racial identity for pedagogy and social change; as well as the implications of globalization and immigration for teaching, learning, and curriculum. Still other courses explore popular culture and media in relation to contemporary critical theory and teaching practices. "Culture" in CaT includes thinking about "high" and "popular" cultures, the cultures of teaching and the cultures of learning, and how our responses to all influence and are influenced by everyday meanings and practices.
CaT students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
15 credits total, with 9 credits selected in consultation with faculty advisor. CI 8159 will be taken twice for a total of 6 credits.
CI 8159 - Culture and Teaching Colloquium (3.0 cr)
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor
Elective
3 credits selected in consultation with faculty advisor
Elementary Education
This sub-plan is optional and does not fulfill the sub-plan requirement for this program.
The PhD program's elementary education track is designed to help professionals acquire and contribute to the advancement of knowledge and leadership necessary to address the dynamic challenges of contemporary education at the elementary level. Emphasized within the track are, for example, the following: a focus on interdisciplinary approaches to curriculum development, the use of inquiry as a key pedagogical approach, the importance of a strong understanding of diversity and its social and educational implications, and child development and learning theories as the foundation for research and teaching in elementary settings.
Elementary students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
15 credits selected in consultation with faculty advisor
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor
Elective
3 credits selected in consultation with faculty advisor
Learning Technologies
The PhD's learning technologies (LT) track prepares students for research and practice related to multimedia, design, K-12 technology integration, and online distance learning. PhD graduates often earn academic positions in higher education or become directors and leaders of development or research within business and industry. Coursework in LT includes hands-on learning and use of current technologies, development of technological solutions, research methods, and theory of curriculum, instruction, and learning. The PhD degree is targeted primarily at students interested in pursuing research careers. Student research, culminating in a dissertation, typically evaluates various learning technologies issues and interventions. Common areas of study include conditions affecting educational technology use in schools, higher education, and business settings, and tend to focus on psychological, sociological, and philosophical factors. For example, recent graduates have studied the impact of technology on learning and cognition, variables that mediate effective technology use in education, and issues related to ethical technology use.
LT students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
15 credits selected in consultation with faculty advisor
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor
Elective
3 credits selected in consultation with faculty advisor
Literacy Education
The Literacy Education track helps students become literacy leaders. Working in schools and other educational settings, students develop an understanding of literacy as a set of socially and culturally situated practices. We take literacy to be plural and intersectional, defined by a range of skills that enable us to navigate multiple disciplines and thrive as lifelong learners. Faculty and students cooperate on projects that advance theory, research, and practice in the (overlapping) core areas of reading education, childrens and adolescent literature, critical literacy, English education, translanguaging literacy, as well as multimodal, digital, and culturally-relevant literacies. We are committed to equity and a vision of an inclusive future. To advance these goals, - we engage in research, teaching, and outreach that supports culturally and linguistically diverse learners, - we advance understanding of childrens literature as a force for social transformation, - we develop literacy teachers and leaders for diverse schools, - we apply multiple theoretical and research perspectives to problems and questions central to the field of literacy, - we advocate for justice literacy, race literacy, eco-literacy, digital literacy, and other new literacies as tools that empower us to face global challenges, - we strive to influence literacy policies to address inequities and benefit all learners.
Literacy students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
Required course is listed; others selected in consultation with faculty advisor for a total of 15 credits.
CI 8431 - Literacy Seminar: Literacy in a Post-Truth Era (3.0 cr)
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
Minor or Supporting Program
Elective
3 credits selected in consultation with faculty advisor
Science, Technology, Engineering, and Mathematics Education
The doctoral program's STEM education track at the University of Minnesota is interdisciplinary, focusing on science education, mathematics education, engineering education or agricultural education. Students pursuing this track will choose an area of emphasis in one of the four specializations, while simultaneously participating in scholarly work that spans all areas of STEM education. This integrated-style is one of the first in the nation, and is designed to prepare scholars to conduct thoughtful disciplinary and interdisciplinary research in STEM education in order to assume roles as university faculty members, educational leaders, policy makers, and researchers.
STEM students must take 6 credits of core coursework, 9 credits of STEM core coursework, 9 credits of focus area specific (science or mathematics or engineering or agriculture) coursework, 15 credits of research coursework, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
STEM Core Coursework
CI 8571 - Equity, Policy, and Social Justice in Science Education (3.0 cr)
CI 8572 - Learning Theory and Classical Research in STEM Education (3.0 cr)
CI 8573 - Nature of Inquiry in STEM Education (3.0 cr)
STEM Focus Area Coursework
Students take 9 credits, with faculty advisor approval, in their focus area: science education or mathematics education or engineering education or agricultural education.
Science Education
3 required credits are listed; 6 additional credits must be taken in consultation with faculty advisor.
CI 8574 - History and Philosophy of Science in Education (3.0 cr)
or Mathematics Education
9 credits required in consultation with faculty advisor
or Engineering Education
9 credits required in consultation with faculty advisor
or Agricultural Education
6 required credits are listed; one additional "AFEE" 3 credit course must be taken in consultation with faculty advisor.
AECM 8090 - Seminar: Agricultural Education and Extension (1.0-3.0 cr)
AECM 8094 - Research in Agricultural Education and Extension (1.0-6.0 cr)
Research Coursework
Students must take CI 8134 and CI 8135, as well as a minimum of 6 credits of statistics and one research elective course, for a total of 15 credits.
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Statistics Requirement
Students must take a minimum of 6 credits of graduate-level Statistics in consultation with their advisor.
Research Electives
3 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 3 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor.
Second Language Education
The PhD track in second language education (SLE) focuses on the study of language use, teaching, learning, and policy across a range of educational and community settings, including programs that serve language minority and language majority learners: ESL/EFL, foreign language education, and bilingual and immersion education. The PhD track is designed to assume roles as university faculty members, researchers, policy makers, and educational leaders. Independent scholarship is the cornerstone of the PhD. The SLE PhD track has four specializations that correspond to the program's primary focus areas and faculty expertise: 1) Second language acquisition and classroom discourse research examines language learning processes and the way language is used by learners and their interlocutors in or out of school. 2) Second language pedagogy and teacher development research examines teachers' classroom practices and strategies as well as professional identities, experiences, and attitudes. 3) Language policy research involves analysis of the formation, implementation, and negotiation of language policy in national, school, community, and private spheres. 4) Languages and cultures across schools and communities research examines connections across homes, schools, and communities with an emphasis on the experience.
SLE students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
Required courses are listed; others selected in consultation with faculty advisor for a total of 15 credits.
CI 8161 - Research Experience I: Study Design and Planning (3.0 cr)
CI 8162 - Research Experience II: Data Analysis and Manuscript Preparation (3.0 cr)
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor.
Elective
3 credits selected in consultation with faculty advisor.
Social Studies Education
The PhD program's social studies education track focuses on issues related to curriculum, instruction, and assessment in K-12 social studies. Full-time graduate students generally have opportunities to supervise student teachers, teach introductory social studies classes, and conduct and publish research with one or more faculty members. Doctoral students are required to complete a research internship with one or more of the faculty as part of their study for the degree. Graduate students are strongly encouraged to present research papers at professional conferences, specifically the National Council for the Social Studies and the American Educational Research Association. Recent PhD graduates have conducted research in the areas of intercultural relations, moral development, multicultural gender-fair curriculum, social studies instructional issues, and the standards movement as it relates to social studies education. Graduates have assumed positions as instructional leaders in the public schools, curriculum development specialists, social studies assessment specialists, and college/university faculty.
Social Studies students must take 6 credits of core coursework, 15 credits of major coursework, 15 credits of research coursework, 3 credits of electives, and 12 credits outside the track. Unless otherwise noted, credits need to be selected in consultation with the student's faculty advisor. 24 doctoral thesis credits are also required.
Core Coursework
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context (3.0 cr)
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research (3.0 cr)
Major Coursework
15 credits selected in consultation with faculty advisor.
Research Coursework
CI 8134 - Foundations of Research in Curriculum and Instruction I (3.0 cr)
CI 8135 - Foundations of Research in Curriculum and Instruction II (3.0 cr)
Research Electives
9 additional credits to be selected based upon student's research methodology. If student wishes to take a course not selected below, they should first consult with their faculty advisor to make sure it will count as a research elective.
Take 9 or more credit(s) from the following:
· AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies (3.0 cr)
· ANTH 8203 - Research Methods in Social and Cultural Anthropology (3.0 cr)
· CI 8079 - Arts Based Research in Education (3.0 cr)
· CI 8085 - Narrative Inquiry in Education (3.0 cr)
· CI 8145 - Using Mixed Methods in Educational Research (3.0 cr)
· CI 8146 - Critical Ethnography in Education (3.0 cr)
· CI 8147 - Critical Discourse Analysis in Educational Research (3.0 cr)
· CI 8148 - Conducting Qualitative Studies in Educational Contexts (3.0 cr)
· CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing (3.0 cr)
· CI 8153 - Research Approaches to Classroom Discourse (3.0 cr)
· CI 8155 - Immigrant Families and U.S. Schools (3.0 cr)
· CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods (3.0 cr)
· CI 8371 - Applied Social Network Analysis in Education (3.0 cr)
· CI 8645 - Indigenous Language Revitalization and Activist Research Methods (3.0 cr)
· CI 8671 - Sociolinguistic Research Approaches to Education (3.0 cr)
· CI 8689 - Language and Education Policy (3.0 cr)
· CI 8913 - Interpretive Research (3.0 cr)
· EPSY 5221 - Principles of Educational and Psychological Measurement (3.0 cr)
· EPSY 5243 - Principles and Methods of Evaluation (3.0 cr)
· EPSY 5244 - Survey Design, Sampling, and Implementation (3.0 cr)
· EPSY 5261 - Introductory Statistical Methods (3.0 cr)
· EPSY 5262 - Intermediate Statistical Methods (3.0 cr)
· EPSY 8215 - Advanced Research Methodologies in Education (3.0 cr)
· EPSY 8222 - Advanced Measurement: Theory and Application (3.0 cr)
· EPSY 8224 - Performance Assessment Design and Analysis (3.0 cr)
· EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating (3.0 cr)
· EPSY 8226 - Item Response Models: Theory and Applications (3.0 cr)
· EPSY 8251 - Statistical Methods in Education I (3.0 cr)
· EPSY 8252 - Statistical Methods in Education II (3.0 cr)
· EPSY 8264 - Advanced Multiple Regression Analysis (3.0 cr)
· EPSY 8265 - Factor Analysis (3.0 cr)
· EPSY 8266 - Statistical Analysis Using Structural Equation Methods (3.0 cr)
· EPSY 8267 - Applied Multivariate Analysis (3.0 cr)
· EPSY 8268 - Hierarchical Linear Modeling in Educational Research (3.0 cr)
· EPSY 8282 - Statistical Analysis of Longitudinal Data (3.0 cr)
· GWSS 8109 - Feminist Knowledge Production (3.0 cr)
· LING 5462 - Field Research in Spoken Language (3.0 cr)
· OLPD 5056 - Case Studies for Policy Research (3.0 cr)
· OLPD 5061 - Ethnographic Research Methods (3.0 cr)
· OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education (3.0 cr)
· OLPD 8502 - Advanced Evaluation Theory and Theory crafting (3.0 cr)
Minor or Supporting Program
12 credits outside the track, selected in consultation with faculty advisor.
Elective
3 credits selected in consultation with faculty advisor.
 
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CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 5075 - The Social, Historical and Cultural Foundations of Arts Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
The Social, Historical and Cultural Foundations of Arts Education will examine the arts in public education since the 1800s.
CI 5078 - Application of Aesthetic Theory in Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring & Summer
The course explores: contemporary theories of arts psychological and philosophical foundations an overview of children's production of and responses to visual and performing arts
CI 8075 - Seminar: Art Education
Credits: 2.0 [max 2.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Reports, evaluation of problems, and review of recent literature. prereq: Educ grad student or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8159 - Culture and Teaching Colloquium
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
Doctoral seminar. Interdisciplinary perspectives on theme central to cultural study of teaching. Theme varies year to year.
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8431 - Literacy Seminar: Literacy in a Post-Truth Era
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall
This doctoral seminar explores the Post-Truth Era in education and society. Using literacy frameworks to understand, critique, and reframe ideologies, the course examines issues related to constructions and distortions of "truth." Students are introduced to critical literacy, sociocultural theory, racial literacy, digital and critical media literacy, and climate change literacy to analyze languge, texts, and power.
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8571 - Equity, Policy, and Social Justice in Science Education
Credits: 3.0 [max 3.0]
Prerequisites: Science ed or STEM grad student or #
Grading Basis: OPT No Aud
Typically offered: Every Fall
Interactions of issues of diversity, equity, policy, and social justice as related to science education. Diverse perspectives on purposes/scope of science education. Consequences for diversity, equity, access, social justice, empowerment, and educational policy. prereq: Science ed or STEM grad student or instr consent
CI 8572 - Learning Theory and Classical Research in STEM Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Odd, Spring Even Year
STEM education research. Theorists/classical research. Mathematics, science, engineering education. prereq: Grad math educ major
CI 8573 - Nature of Inquiry in STEM Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Fall & Spring
STEM Education. Mathematics, science, engineering. Teaching/ learning/teacher education through evaluation of national teaching standards, current research, current cognitive theories of learning. prereq: MA or PhD student or instr consent
CI 8574 - History and Philosophy of Science in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Odd Year
This course introduces students in STEM education the historical and philosophical theories, ideas, principles, and events in science and how they inform science education at the K-12 level. Students learn contributions of philosophers in understanding what is science and how history of science and scientific events have influenced the growth of science. Nature of Science, historical contributions of women in science, and sociological nature of science inform larger discussions that take place in this class.
AECM 8090 - Seminar: Agricultural Education and Extension
Credits: 1.0 -3.0 [max 6.0]
Typically offered: Periodic Fall & Spring
Topics on various aspects of agricultural education. Prepare, present, and critique a report. prereq: AgEd grad student
AECM 8094 - Research in Agricultural Education and Extension
Credits: 1.0 -6.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall, Spring & Summer
Select problems, prepare bibliographies, analyze and interpret data, and prepare manuscripts on studies. prereq: AgEd student doing Plan B research, dept consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8161 - Research Experience I: Study Design and Planning
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Fall
Students identify research topic, conduct literature review, refine research questions, design study, obtain IRB approval as needed, and begin data collection. Readings, seminar discussions, peer critique of work. prereq: [8134, 8135, 6-12 cr. of research methodology, CI PhD student] or instr consent
CI 8162 - Research Experience II: Data Analysis and Manuscript Preparation
Credits: 3.0 [max 3.0]
Grading Basis: OPT No Aud
Typically offered: Every Spring
Students complete data collection/analysis, prepare research manuscript. Seminar discussions, critical examination of their own and peers? work. prereq: 8161
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)
CI 8131 - Curriculum and Instruction Core: Critical Examination of Curriculum in Context
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
Central concepts, ideas, and debates in professional field of curriculum. Curriculum in general education. prereq: CI PhD or MA student or instr consent
CI 8132 - Curriculum and Instruction Core: Teaching Theory and Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
Overview of research on teaching: historical perspective, modern research/findings, implications for practice/research. prereq: CI PhD or MA student or instr consent
CI 8134 - Foundations of Research in Curriculum and Instruction I
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the first of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
CI 8135 - Foundations of Research in Curriculum and Instruction II
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
This Foundations of Research course is the second of a two-course sequence required for PhD students in Curriculum and Instruction. The course is designed to ground students in qualitative and quantitative paradigms and epistemology and prepare students for specialized methodology courses that focus on specific research approaches in education.
AMST 8289 - Ethnographic Research Methods: Research Strategies in American Studies
Credits: 3.0 [max 3.0]
Typically offered: Periodic Spring
Students conduct an empirical research project, write a final paper. Assumptions/practices of positivism, reflexive science, and feminist methodology. Issues surrounding politics/ethics of feminist research. Dilemmas in practice of fieldwork, oral histories, reading, and writing. prereq: 8288 or instr consent
ANTH 8203 - Research Methods in Social and Cultural Anthropology
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
Classic and current issues in research methodology, including positivist, interpretivist, feminist, and postmodernist frameworks. Methodology, in the broadest sense of the concept, is evaluated. Students conduct three research exercises and set up an ethnographic research project. prereq: Grad anth major or instr consent
CI 8079 - Arts Based Research in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall & Spring
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
CI 8085 - Narrative Inquiry in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
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.
CI 8145 - Using Mixed Methods in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Every Fall & Spring
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
CI 8146 - Critical Ethnography in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Spring Odd Year
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
CI 8147 - Critical Discourse Analysis in Educational Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
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
CI 8148 - Conducting Qualitative Studies in Educational Contexts
Credits: 3.0 [max 3.0]
Typically offered: Fall Odd Year
Qualitative research methods. Ethnography, sociolinguistics, symbolic interactionism. Observation. prereq: CI or OLPD PhD student
CI 8149 - Qualitative Research: Coding, Analysis, Interpretation, and Writing
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall
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
CI 8153 - Research Approaches to Classroom Discourse
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Even Year
This course introduces students to major traditions in analysis of classroom discourse, anthropological linguistics, conversational analysis, sociocultural, critical discourse and multimodal discourse analysis and their use in conjunction with other qualitative approaches to classroom research. Analysis of genre, gesture, and verbal performance are also addressed.
CI 8155 - Immigrant Families and U.S. Schools
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Fall Odd Year
Educational experiences of post-1965 immigrants in U.S. schools. Research/debates surrounding immigration, assimilation, and acculturation. Issues confronted by immigrant families/youth. Immigrant experiences that change and respond to external forces in U.S. society.
CI 8165 - Queer and Feminist Theories: Collective Memory Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Spring Even Year
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.
CI 8371 - Applied Social Network Analysis in Education
Credits: 3.0 [max 3.0]
Typically offered: Spring & Summer Odd Year
This course examines the application of Social Network Analysis in various educational settings. As a methodology, Social Network Analysis (SNA) is concerned with social affiliations and interactions in social structures of all kinds. SNA has garnered significant interests in educational research and has been applied to investigating a myriad of educational phenomena such as student friendship, school choice, and classroom discourse. This course is organized into four major components including: (1) foundations of social network perspectives in education; (2) techniques for collecting social network data in educational settings; (3) techniques for analyzing and visualizing social networks; and (4) practical guidelines on conducting SNA research in educational contexts, with considerations to education theories, ethics, and real-world implications.
CI 8645 - Indigenous Language Revitalization and Activist Research Methods
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Fall Even Year
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.
CI 8671 - Sociolinguistic Research Approaches to Education
Credits: 3.0 [max 6.0]
Grading Basis: A-F only
Typically offered: Spring Odd Year
This course provides students with an overview of current research approaches, theories, and methods in linguistic anthropology and interactional sociolinguistics with a focus on educational contexts and linguistic diversity. Course activities include reviewing and critiquing current research and theory in the field and working on small projects.
CI 8689 - Language and Education Policy
Credits: 3.0 [max 6.0]
Grading Basis: A-F or Aud
Typically offered: Every Spring
Students will gain a solid understanding of language policy theory, language policy research methods, and key empirical findings. They will acquire skills to critically analyze and evaluate language policy, and gain experience and academic practice in doing so.
CI 8913 - Interpretive Research
Credits: 3.0 [max 3.0]
Course Equivalencies: CI 8193/WCFE 8913
Grading Basis: A-F only
Typically offered: Every Fall
Hermeneutic, ethnomethodological, and phenomenological research methodologies. Ethics, evaluation, and usefulness of interpretive research. Practice in conducting interpretive research.
EPSY 5221 - Principles of Educational and Psychological Measurement
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.
EPSY 5243 - Principles and Methods of Evaluation
Credits: 3.0 [max 3.0]
Course Equivalencies: OLPD 5501/EPsy 5243
Typically offered: Every Fall, Spring & Summer
Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.
EPSY 5244 - Survey Design, Sampling, and Implementation
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 5261 - Introductory Statistical Methods
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 3264/5231/5261/5263
Typically offered: Every Fall, Spring & Summer
EPSY 5261 is designed to engage students in statistics as a principled approach to data collection, prediction, and scientific inference. Students first learn about data collection (e.g., random sampling, random assignment) and examine data descriptively using graphs and numerical summaries. Students build conceptual understanding of statistical inference through the use of simulation-based methods (bootstrapping and randomization) before going on to learn parametric methods, such as t-tests (one-sample and two-sample means), z-tests (one-sample and two-sample proportions), chi-square tests, and regression. This course uses pedagogical methods grounded in research, such as small group activities and discussion. Attention undergraduates: As this is a graduate level course, it does not fulfill the Mathematical Thinking Liberal Education requirement. If you would like to take a statistics course in our department that fulfills that requirement, please consider EPSY 3264.
EPSY 5262 - Intermediate Statistical Methods
Credits: 3.0 [max 3.0]
Typically offered: Every Fall & Spring
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
EPSY 8215 - Advanced Research Methodologies in Education
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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.
EPSY 8222 - Advanced Measurement: Theory and Application
Credits: 3.0 [max 4.0]
Course Equivalencies: EPsy 8222/Psy 5865
Typically offered: Spring Odd Year
Topics in test theory. Classical reliability/validity theory/methods, generalizability theory. Linking, scaling, equating. Item response theory, methods for dichotomous/polytomous responses. Comparisons between classical, item response theory methods in instrument construction. prereq: [5221 or PSY 5862 or equiv], [8252 or equiv]
EPSY 8224 - Performance Assessment Design and Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Conceptualization, design, implementation, analysis of performance assessments as employed in both small-scale (e.g., classrooms), large-scale (e.g., statewide, national testing programs), professional (e.g., teacher assessment, professional certification) settings. prereq: 5221, [5262 or 8261 or 8251 or equiv]
EPSY 8225 - Operational Measurement: Test Score Quality Assurance, Standard Setting, and Equating
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Principles/practices of test score quality assurance, standard setting/equating. Operational testing programs. Focus on achievement tests. prereq: 5221, [8252 or eqiv]
EPSY 8226 - Item Response Models: Theory and Applications
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Item response theory. Application in education/psychology/ social science. 1-, 2-, 3-paramete models for dichotomous/graded response models. Partial credit models for polytomous data. prereq: [5221 or Psy 5862 or equiv], [8252 or equiv]
EPSY 8251 - Statistical Methods in Education I
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8251/EPsy 8261
Prerequisites: [EPSY 5261 or equiv] or undergrad statistics course
Typically offered: Every Fall, Spring & Summer
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
EPSY 8252 - Statistical Methods in Education II
Credits: 3.0 [max 3.0]
Course Equivalencies: EPsy 8252/EPsy 8262
Prerequisites: [8251, 8261 or equiv]
Typically offered: Every Fall & Spring
Statistical Methods in Education II is the second course in an entry-level, doctoral sequence for students in education. This course focuses on multiple linear regression and provides an introduction to linear mixed models. prereq: [8251, 8261 or equiv]
EPSY 8264 - Advanced Multiple Regression Analysis
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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
EPSY 8265 - Factor Analysis
Credits: 3.0 [max 3.0]
Prerequisites: [8252 or equiv or #]
Typically offered: Every Fall
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]
EPSY 8266 - Statistical Analysis Using Structural Equation Methods
Credits: 3.0 [max 3.0]
Prerequisites: 8265, [8252 or equiv]
Typically offered: Periodic Spring
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]
EPSY 8267 - Applied Multivariate Analysis
Credits: 3.0 [max 3.0]
Typically offered: Spring Even Year
Use/interpretation of results from several multivariate statistical techniques. Matrix algebra, variance/covariance, Hotelling's T2, GLM, MANOVA, MANCOVA, discriminant analysis, canonical correlations, dimensionality, principal components, latent composites, distance, hierarchical clustering. prereq: [8252 or equiv], familiarity with matrix algebra, knowledge of a computerized statistics package
EPSY 8268 - Hierarchical Linear Modeling in Educational Research
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
EPSY 8282 - Statistical Analysis of Longitudinal Data
Credits: 3.0 [max 3.0]
Typically offered: Every Fall
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]
GWSS 8109 - Feminist Knowledge Production
Credits: 3.0 [max 3.0]
Typically offered: Every Spring
Two-semester interdisciplinary seminar. First term: debates in gender theory; gender theory, critical race theory, post-colonial theory, sexuality theory, social class analysis. Second term: inter-/multi-disciplinary feminist research methods from humanities/social sciences. prereq: Feminist studies PhD or grad minor student or instr consent
LING 5462 - Field Research in Spoken Language
Credits: 3.0 [max 3.0]
Course Equivalencies: Comm 5462/Ling 5462
Typically offered: Periodic Spring
Transcribing/analyzing talk and movement related to talk. Applying concepts to recorded conversations. prereq: 3001 or 3001H or 5001 or instr consent
OLPD 5056 - Case Studies for Policy Research
Credits: 3.0 [max 3.0]
Grading Basis: A-F or Aud
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 5061 - Ethnographic Research Methods
Credits: 3.0 [max 3.0]
Typically offered: Periodic Fall, Spring & Summer
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.
OLPD 8105 - Qualitative Longitudinal Research Methods and Analysis in Education
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Periodic Fall, Spring & Summer
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
OLPD 8502 - Advanced Evaluation Theory and Theory crafting
Credits: 3.0 [max 3.0]
Grading Basis: A-F only
Typically offered: Every Spring
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)