Course Catalog

Prerequisites: Graduate standing.

Examines patterns of intellectual, social and emotional development and change among older adolescents and adults; reviews and research on learning and development among college and university students.

Examines institutional strategies for organizing, staffing, and funding the extensive array of programs and services designed to meet students’ economic, social, developmental, and academic needs. Also focuses on the nature and purpose of student affairs functions and support services and how they can be effectively managed, coordinated, and integrated with the academic purposes of the institution. Intended for master’s students with an interest in student affairs and doctoral students attempting to develop an awareness of this important area of institutional functioning.

This course provides a theoretical framework and academic underpinning of institutional advancement. The history and current challenges which shape contemporary practice in alumni relations, marketing communications and development will be explored. The relationship of these activities to academic priorities, government relations, and policy initiatives will also be discussed.

Power, Privilege, and the Politics of Difference in Higher Education examines how systems and relationships of power shape research, policy, and practice in higher education and its social contexts. The course uses historical and sociopolitical perspectives from a variety of fields and disciplines to interrogate how institutionalized systems of power and structures of domination, primarily within the United States, work together to drive inequities across social differences of ability, class, gender, race/ethnicity, religion, and sexuality.

Prerequisites: Graduate standing.
 
Examines trends and changes in the characteristics of college students and institutions they attend (cohort changes), research issues related to college impact research (student changes), and emerging theories and methodologies that address the consequences of attending college. The course is intended to provide a broad introduction to conducting research on students in a broad range of developmental and sociological areas.

This course deeply engages students in all aspects of qualitative research as applied to evaluation and program improvement practice. Students will develop logic models, and design evaluation or program improvement plans, including research questions, data collection and analysis plans, and evaluation or program improvement reports.

Provides an overview of research methods used in educational inquiry. Enables students to review a variety of research studies done in education, to become familiar with techniques used in their conduct, and to acquire facility in interpreting them.

Critically examines literacy research from historical perspectives, including behavioral and cognitive/metacognitive research paradigms. Historical perspectives are considered in terms of theoretical frameworks, research methods, and implications for curriculum, instruction, and assessment.

Prerequisites: EDUC 695 or equivalent.
 
Examines how to assess the efficacy of educational programs. In a constrained fiscal environment, there are limitations on the number of programs the public can (or will) support. Thus, it is important to ask, “Does this program really work?” “Is it better than other alternatives for attaining its stated purpose?” The purpose is to develop students’ skills in answering such hard questions. Before impacts can be assessed, the program and its aim must be well understood. This raises questions such as “What is this program?” “What is it meant to accomplish?” “Are these goals realistic given the parameters of its definition?"

Investigates contemporary issues related to research on literacy. Specific topics vary each time the course is offered.

Prerequisites: EDUC 794 or equivalent.
 
Treats advanced issues in measurement theory and practice, including a consideration of the use and misuse of standardized tests in American education.
 

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
 
Focuses on the development and acquisition of memory, knowledge, and expertise in classrooms from a cognitive psychology perspective.  Considers conceptual change models of learning as well as cognition and instruction in the content areas of reading, writing, mathematics, science, and social studies.

Prerequisites: Enforced. Restricted to doctoral students only. Advisory Prerequisite: EDUC 606 or equivalent.
 
Focuses on student motivation in classroom settings and includes discussion of different motivational theories such as attribution, social cognitive, intrinsic motivation, and goal theory. Considers how different characteristics of classrooms influence student motivation to learn.

Prerequisites: Permission of instructor.
 
As one of the four core courses in the mathematics education area of specialization, the course aims at familiarizing doctoral students with theories, problems, and practices that are specific to mathematics education research.  The course addresses sample lines of research to illustrate issues of theory, design, method, or application paying attention to epistemological issues in the pursuit of research in mathematics education.  Students engage in reading and discussing articles on the epistemology of science and social sciences and commentary and review papers in mathematics education.

May be elected twice.