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.

This course is designed to introduce students to the organizational structure and administrative theories of higher education institutions. Colleges and universities are large and complex organizations that are affected by a variety of internal and external forces. This course will give students the opportunity to learn how alternative theoretical and critical frames can be used to view postsecondary education organization and administration.

Comprehensive analysis of community colleges: history, current activity and future; demography, budget, administration.

This course will provide students with an overview of the theory and applications of advanced quantitative methods. A quantitative research method focuses on advanced quantitative methodologies used in methodologically-oriented studies in educational research, evaluation, and statistics. The goal of this course is to prepare students to analyze data using advanced quantitative methods. It covers topics in the areas of multilevel modeling, data mining, missing data, categorical data analysis, meta-analysis, and longitudinal data analysis.

This course continues an exploration of qualitative research methods in the study of education. It focuses on advanced data collection techniques and particularly on methods of data analysis, representation and writing. The course revolves around an experiential core of individual student research projects. May be repeated to a maximum of six credits.

Residency credit for dissertation research after the qualifying examination. Students may register for this course in the semester of the qualifying examination. A minimum of two semesters are required as well as continuous enrollment (Fall and Spring) until the dissertation is completed and defended.

Examination of selected problems in educational policy studies and evaluation. May be repeated to nine credits but no more than three credits may be earned under the same title.

Independent study experience for advanced graduate students to investigate special problems and conduct research in educational policy studies and evaluation.

Formal assignment to an evaluation and/or policy analysis project in an appropriate educational setting. Student's work directed and evaluated by both departmental faculty and on-site supervisor. Laboratory, 5-20 hours per week. May be repeated to a maximum of 12 credits.