| EDUC 869 |
3 |
The Scholarship of Academic Contexts and Success
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.
|
| EDUC 873 |
3 |
Race, Ethnicity and Gender in Higher Education
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. |
| EDUC 874 |
3 |
Law and Higher Education
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.
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| EDUC 881 |
3 |
Public Policy Research and Analysis in Postsecondary Education
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.
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| EDUC 888 |
|
Qualifying Paper Preparation Workshop
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. |
| EDUC 889 |
|
Qualifying Paper A
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. |
| EDUC 890 |
3 |
Multi-level Analysis of Survey Data (SURVMETH 790)
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.
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| EDUC 891 |
3 |
Qualitative Methods Workshop
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.
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| EDUC 895 |
3 |
The Logic of Inquiry
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.
|
| EDUC 896 |
3 |
Engaging in the Practice of Writing Educational Research
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. |
| EDUC 897 |
1 |
Race & Social Justice Institute
Structured coursework, activities, and events designed to build critical literacies related to racism and settler colonialism. |
| EDUC 898 |
1 |
Professional Development Seminar
Prerequisites: none
Introduces students to current scholarly and professional issues within specific specialization areas. Designed to create and sustain a program of academic research.
|
| EDUC 899 |
3 |
Qualifying Paper B
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. |
| EDUC 965 |
1 |
Dissertation Research Seminar in Higher and Continuing Education
Prerequisites: Graduate standing as advanced doctoral student.
Offers guidance and discussion of dissertation research projects.
May be elected more than once.
|
| EDUC 990 |
1-8 |
Dissertation, Precandidacy
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
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