Course Catalog

Prerequisites: EDUC 793 or equivalent.
 
Building on the foundation developed in Educ 793, this course provides the opportunity for students to advance their quantitative reasoning skills for applied empirical research, focusing on a range of statistical techniques but with a special emphasis on regression techniques that are used frequently in education research.

Doctoral student engages in the full complement of activity associated with teaching (e.g., design and revision of syllabi; design, enactment, and evaluation of course activities; design and grading of course assignments; engagement with and evaluation of learners).

May be elected more than once for a total of 9 hours.

Advanced course addresses how to remedy the statistical and analytic problems that arise when researchers are faced with categorical and limited dependent variables. Emphasis on learning the statistical properties of these models and interpreting how the results produced can be used to inform educational decision-making.

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

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

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

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

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

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

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

N/A

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

Prerequisites: Graduate standing. CSHPE core.
 

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

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

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