This course is designed for researchers and leaders to gain experience using quantitative analytic approaches to answer questions in educational research and policy analysis. As the first course in a two-part series, this course introduces students to foundational tools in quantitative data analysis. Specifically, topics include measurement, graphical and tabular data displays, probability, hypothesis testing, t-tests, X2 tests, analysis of variance (ANOVA), and fundamentals of regression.

Typically offered in Fall, Spring, and Summer

Students will apply and enhance their quantitative skills through analysis of existing datasets. Course goals include practicing and extending Multiple Regression knowledge and skills, generating and testing hypotheses in a multiple regression framework, and appropriately disseminating results. Restricted to doctoral students in Education Research only.

Prerequisite: ED 710

Typically offered in Fall, Spring, and Summer

Introduces students to the skills and resources needed to design and conduct a survey in educational settings. Students who take this course will be able to identify and develop specific survey objectives, design survey studies, sample respondents, develop reliable and valid self-administered questionnaires, administer surveys, and process data.

Prerequisite: ED 710

Typically offered in Fall only

This course is offered alternate even years

Design of qualitative studies, conduct of field work including open-ended interviews and participant observation, analysis of data and understanding of theoretical and philosophical background of this research approach.

Typically offered in Fall, Spring, and Summer

Intensive course in the use of field-based and general qualitative research data analysis methods in the social study of education. The course is to help participants acquire skills and gain experience in using various methodological and analytical research techniques. The course emphasis is on the collection, management, analysis, and interpretation of qualitative data.

Prerequisite: ELP 736, EAC 785 or ED 730

Typically offered in Fall, Spring, and Summer

Explores the theoretical and practical issues surrounding the combining of quantitative and qualitative methods in educational research studies. It addresses how to design, implement and write-up mixed methods research as well as how to critically review and interpret mixed methods research studies.

Prerequisite:ED 711,ED 730,ST 507, ELP736 or equivalent and/or permission of the instructor

Typically offered in Fall and Spring

The objective of this course is to inform you about the research and theories related to diversity (race/ethnicity, gender, social class, sexuality, ability, intersectionality and more) and equity in schools and communities for application to your own personal and professional experiences. This process will provide you with a foundation from which you may base your own decisions in your profession. As the course proceeds, your role will be to try to understand what you hear and read and to ask questions, to formulate an opinion about the theories/concepts that are presented, and to connect what you read to your own experiences as a human being, graduate student, and professional.

Typically offered in Fall and Spring

This course is designed to help prepare students to engage in informed analysis, critique and planning of education policies and programs designed to foster systemic changes in K-16 education. A central focus will be the intersection of research, policy, and practice in efforts to update and improve education systems, and the social and political complexities of educational reform.

Typically offered in Fall and Spring

This course provides in-depth instruction and applications in new or emerging areas of educational research, studies or venues. May be repeated for credit if topic changes. Doctoral students in education only.

Typically offered in Fall, Spring, and Summer

Examination of collegiate mathematics and science instruction with respect to goals and objectives, design of courses and curricula, innovative programs and facilities, and methods and materials for instruction.

Prerequisite: EMS 770, 621 or 622, Graduate standing

Typically offered in Spring only

Critical study of elements of curriculum design and theory in mathematics education and science education and examination of evaluation procedures for assessing educational innovations.

Prerequisite: Doctoral standing in Mathematics and Statistics Education

Typically offered in Spring only

This course is offered alternate years

Critical analysis of theories, programs and techniques designed to promote interpersonal interactions leading to more effective teaching of science and mathematics.

Prerequisite: Doctoral standing in Mathematics and Statistics Education

Typically offered in Spring only

This course is offered alternate years

This course familiarizes students with theories and research related to mathematical thinking, learning and teaching at the secondary and early college levels with a focus on the following topics: function, expressions and equations, geometry, proof, limit, calculus, differential equations, and linear algebra. Students will apply theories to analyze secondary and freshmen/sophomore standing mathematical thinking, synthesize research findings, explain difficulties students experience, and design and conduct research. Restriction: at least 18 hrs of 400-500 level mathematics and a PhD student in Mathematics Education.

Typically offered in Spring only

Comprehensive study of teaching mathematics in elementary and junior high schools. Major emphasis on building skills in teaching arithmetic, elementary algebra and intuitive geometry. Thorough search of literature relative to mathematics curricula conducted, designing and sequencing of learning activities, teaching mathematical concepts and relationships, building skill in computation, reading mathematics, problem solving and measurement.

Restriction: Doctoral Standing in Mathematics and Statistics Education

Typically offered in Spring and Summer

This course is offered alternate years

Provides an in-depth examination and analysis of literature and research in science education as well as current trends in science education reform. Emphasis is placed on the analysis of theoretical models of inquiry. Course includes the development of a review of literature and the formation of research questions specific to science education.

Prerequisite: Graduate standing

Typically offered in Fall only

This course is offered alternate even years

Students will develop an understanding of different science education research designs, practical issues and trade-offs of each research design, and epistemological frameworks of different types of science education inquiry. The history of science education research is examined as a means to orient students to the trends that have taken place in science education.

Prerequisite: Graduate standing in Learning and Teaching in STEM: Science Education and ST 507 or 511, Corequisite: ST 508 or 512

Typically offered in Spring only

This course is offered alternate odd years

Examines current theoretical and critical perspectives of science education. Examines a variety of approaches which re-assess cultural notions of meaning, identity, power, and representation in the sciences and science education. Applies research theory to reform in science education.

Prerequisite: Graduate standing

Typically offered in Fall only

The current status of mathematics education with special emphasis on study and critical analysis of current practices in mathematics instruction from elementary school through college.

Prerequisite: Doctoral standing in Mathematics and Statistics Education

Typically offered in Spring only

Study and analysis of philosophical, historical, sociological, political and economic factors affecting science education in schools of the U.S. Implications for science education of various learning theories along with models for curriculum development and program planning. Critical analysis of current trends, issues and problems in science education in terms of multiple perspectives.

Prerequisite: Graduate Standing in Learning and Teaching in STEM: Science Education

Typically offered in Fall only

This course is offered alternate years

Application of major principles of education and psychology to improvement of science teaching in elementary, middle and secondary schools. Emphasis on critical analysis of research and the development of research-based classroom applications. Goals and objectives of science teaching, instructional strategies, development or selection of science materials, evaluation of achievement and elements of a desirable classroom climate.

Prerequisite: EMS 475

Typically offered in Spring only

This course is offered alternate years

This course is an introduction to the field of learning sciences related to STEM education. Students examine the learning theories as they relate to STEM disciplines and apply the theories to the design of research. Applications of learning theory to STEM education reform will be discussed.

Restriction: Doctoral Standing in Learning and Teaching in STEM

Typically offered in Spring only

Focus on development of competencies to perform fundamental tasks of a college teacher as well as consideration of more long-range tasks such as course development and university responsibilities of a professor. In addition to attending lectures andother types of presentations, students make video tapes of their teaching, develop tests, design introductory courses in their teaching fields and consider current issues related to university and college teaching.

Typically offered in Fall and Summer

This course is designed to provide disciplinary and interdisciplinary overviews of STEM issues and trends that will help graduate students construct their own theoretical foundations and practical understanding of STEM education. In the course, students will discuss a wide range of current issues, movements, and research-supported practices in STEM education not only in K-16 classrooms but also informal education settings. Students will also have opportunities to conceptualize their own framework for quality STEM education connecting research and practice in the field. A main course activity will be reading, analysis, and discussion of selected readings in each topic area. Students will share the responsibility of guiding class discussions, write up reflection and conceptualization, and conduct individual projects that relate directly to the main topics explored in the course.

Prerequisites: Doctoral Standing in Learning and Teaching in STEM

Typically offered in Fall only

In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research.

Typically offered in Fall, Spring, and Summer

In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on an individual basis or as a class.

Prerequisite: EMS 476

Typically offered in Fall, Spring, and Summer

In-depth examination and analysis of literature and research in a particular topic(s) in mathematics education.

Prerequisite: Departmental Majors

Typically offered in Fall and Spring

In-depth examination and analysis of literature and research in a particular topic(s) in science education.

Prerequisite: Department Majors

Typically offered in Fall and Spring

In-depth investigation of topical problems in mathematics teaching chosen from areas of curriculum, methodology, technology, supervision and research.

Prerequisite: EMS 471

Typically offered in Summer only

In-depth investigation of topics in science education not covered in existing courses. Includes critical analysis of research and may include field work. May be offered on individual basis or as a class.

Prerequisites: Doctoral Standing in Learning and Teaching in STEM

Typically offered in Fall and Spring

Provides students with the opportunity to design science education research including formulating research questions, designing the methodologies to be used in the study, selecting assessments and protocols, and identifying appropriate analyses. Theoretical frameworks and associated assumptions are identified and critiqued. Develop advanced skills in reviewing different types of science education research and identifying issues of validity and reliability.

Prerequisite: Graduate Standing in Learning and Teaching in STEM: Science Education. EMS 732, ST 507/ED 710 and ED 730

Typically offered in Spring only

Supervised practicum in appropriate settings both on- and off-campus. Provision for opportunity for development, implementation and evaluation in science and mathematics in clinical environment under faculty supervision.

Prerequisite: EMS 770 or EMS 775

Typically offered in Fall, Spring, and Summer

Utilizing the participant-observer role, required participation in selected educational situations with emphasis upon development of observational skills, ability to record relevant observations by means of written journals, skills in analyzing experiences identifying critical incidents and projection of events and consequences. Student required to develop possible alternative courses of action in various situations, select one of the alternatives and evaluate consequences of selected course of action.

Typically offered in Fall, Spring, and Summer

Teaching experience under the mentorship of faculty who assist the student in planning for the teaching assignment, observe and provide feedback to the student during the teaching assignment, and evaluate the student upon completion of the assignment.

Prerequisite: Doctoral student

Typically offered in Fall and Spring

For students who are preparing for and taking written and/or oral preliminary exams.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

A project or problem in research in education for graduate students, supervised by members of the graduate faculty. The research chosen on the basis of individual students' interests and not to be part of thesis or dissertation research.

Typically offered in Spring and Summer

Instruction in research and research under the mentorship of a member of the Graduate Faculty.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

Dissertation research.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer

For graduate students whose programs of work specify no formal coursework during a summer session and who will be devoting full time to thesis research.

Prerequisite: Doctoral student

Typically offered in Summer only

For students who have completed all credit hour, full-time enrollment, preliminary examination, and residency requirements for the doctoral degree, and are writing and defending their dissertations.

Prerequisite: Doctoral student

Typically offered in Fall, Spring, and Summer