An advanced course in evaluation methods and techniques with an emphasis on quantitative methodology. State of the art ideas and methods of conducting evaluation studies and analyzing data from those studies are presented. The course is designed primarily for those who are conducting or will conduct evaluation studies.

This course considers college and university faculty in their roles as researchers, teachers, and community/institutional servants. The class considers from various theoretical perspective who faculty are, what they do, and how they relate to the environments and cultures in which they work.

This course concerns major moral challenges for leadership in educational decision making. These include conflicts between religion and ethics, as well as the responsibilities of and for education in democratic societies. We will draw on resources from bioethics and ethical norms that have arisen in relation to the performance of research on human subjects to examine and reveal the ways in which historical norms are applied, updated, challenged, and revised in the light of new democratic contexts, particularly applied to the contexts of colleges and schools.

This course focuses on students services (broadly defined) and those who work with college and university students outside of the academic arena. The course not only surveys the history of student services but critically examines its theoretical bases and current practices with special attention paid to the relationship between students services and other segments of campus.

This seminar will explore comparative methods and theoretical frameworks in international higher education research. Students will examine questions of access, quality, and accountability in tertiary education, student mobility within nations and internationally, and the process of internationalization and regional collaborations in higher education in the US and abroad.

This is a statistics-oriented course that focuses on various aspects of regression analysis (general and generalized linear models).

A study of schooling and education using basic analytic paradigms of sociology. Emphasis on schools as formal organizations and education in a changing, technologically oriented and stratified society.

Field research in an educational setting. Questions of theory, method, and application examined. Students plan and implement a study under faculty supervision. May be repeated to a maximum of six credits.

Using a variety of interdisciplinary theories, this seminar considers the ways that gender and intersectional differences are formed, enacted, and resisted in formal and informal educational institutions and spaces across time and place. Using analytic frames such as intersectionality, this course will explore how emergent socio-political processes, discourses, policies, and practices such as neoliberalism and diversity have shaped belonging/exclusion/silencing, equity, and social justice in education.

A study of all phases of instruction at the college level. The course will include methods and principles of teaching, utilization of materials in teaching, a consideration of the teaching-learning process as it relates to the individual student, and the evaluation of student progress. A comprehensive course for prospective college teachers.