Course Catalog

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

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

An advanced theory course for Higher Education doctoral students the semester prior to beginning their Qualifying Paper. This course serves as workshop and discussion space to hone QP ideas, approaches, and theories.

The overall goal of Qualifying Paper A is for doctoral students to conduct an in-depth, critical analysis of the existing literature relevant to a specific topic.

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

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

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

This seminar is designed for advanced doctoral students who are engaged in writing a proposal, scholarly paper, dissertation, or research publication. Participants will make substantial progress on these writing projects while also further developing their writing and research skills. The class includes a weekly writing workshop and shared writing time.

Structured coursework, activities, and events designed to build critical literacies related to racism and settler colonialism.

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

After conducting an in-depth, critical analysis of the existing literature relevant to a specific topic (QP A), a doctoral student develops a conceptual framework or theory based upon one researchable question to successfully complete QP B.

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

May be elected more than once.

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

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

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

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

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

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