EDUC 800 Courses
805. Advanced Topics in Learning Technologies. (3) Prerequisite: Graduate standing at the doctoral level.
Reviews and engages in research on an important topic in instructional technology. May be offered in conjunction with a specific research project. Topics will vary and may range from the role of computer-assisted knowledge structures in learning to the impact of computing on classroom interaction, to the process of adoption of instructional innovations in schools. Check the time schedule for specific topic.
809. Curriculum Theory and Practice. (3) Prerequisite: 604 or equivalent.
Presents social and psychological foundations of curriculum; examines curriculum issues, trends, and theories; explores continuity and articulation of curriculum. An advanced course for doctoral-level students.
817. (STATS 817,SOC 810,PSYCH 817). Interdisciplinary Seminar in Quantitative Social Science Methodology. (1) Prerequisite: Graduate standing and graduate-level courses in STAT 500 and STAT 501.
Considers methodological issues that arise in research in the social sciences. Themes for each meeting will arise from on-going research projects at U-M. Visiting researchers will provide a brief account of their aims and data before defining the methodological challenge for which they desire discussion.
830. Historical and Philosophical Roots of Science Education. (3)
Examines the ways in which science education has developed over the last century; looks at the history of science education through an extensive review of significant documents; and considers critically the ways in which changing views of the history, philosophy, and sociology of science have affected, and continue to affect, science education practice and research.
831. Theory and Research on Learning and Instruction in Science. (3)
Discusses past and current issues in research on learning and instruction in science. Focuses on philosophical issues and theoretical frameworks used to understand how students learn science. Examines approaches to empirical work investigating students' learning in classrooms. Students will conduct a small study examining conceptual development that will help them relate the discussions about the applications of research to theory and practice in science education.
832. Theory and Research on the Development of Expertise in Science Teaching. (3)
Discusses theory and research on science teacher learning and development. Examines contemporary and historical frameworks for characterizing teacher learning and development, focusing on teacher knowledge, particularly subject matter and subject-specific pedagogical knowledge. Examines the use of computer-based tools for promoting teacher learning and development. Students will interview teachers regarding their knowledge and beliefs about teaching and learning science, observe their classroom practice, and analyze how knowledge and beliefs influence their practice.
833. Theory, Research, and Use of Technological Tools in Science Education. (3)
Examination of technological tools such as the microcomputer, analog-to-digital conversion, simulation and video technology and their use in science education. Designed for graduate students and teachers of junior high, high school, and college science.
834. Designing Science Learning Environments. (3)
The course allows students to explore issues in designing science learning environments that promote deep understanding of science content and inquiry. Emphasis is placed on promoting learning through inquiry, collaboration, and the use of technology. In addition, students focus on issues of meeting the needs of diverse learners.
841. Advanced Studies in History and Sociology of Education. (3, may be elected twice) Prerequisite: EDUC 641 or EDUC 643.
Intended for advanced graduate students in educational foundations, provides training and experience in the design and implementation of research projects in the history or sociology of education.
843. Advanced Studies in Educational Philosophy and Comparative/International Education. (3, may be elected twice) Prerequisite: EDUC 642 or EDUC 644.
Intended for advanced graduate students in educational foundations, provides training and experience in the design and implementation of research projects in comparative and international education or in the philosophy of education.
845. Advanced Studies in Cultural/Multicultural Studies. (3, may be elected twice) Prerequisite: EDUC 645.
Intended for advanced graduate students in educational foundations, provides training and experience in the design and implementation of research projects in cultural/multicultural studies in education.
847. Advanced Studies in Foundations and Policy. (3)
Intended for advanced graduate students in educational foundations and policy; provides training and experience in the design and implementation of research projects in any one of the foundational fields or educational policy.
848. Research Seminar in Educational Foundations. (3, may be elected twice)
Surveys methods employed in educational foundations and policy-related inquiry; identifies state-of-the-art research in the foundations disciplines; includes critiques of student-prepared research designs. Intended for students preparing qualifying examinations, dissertation proposals, or research reports.
849. Research Forum: Educational Foundations. (3) Prerequisite: Permission of instructor.
A forum for faculty/student discussion of research designs and specific research projects. Offered occasionally.
859. Advanced Topics in Educational Administration and Policy. (3) Prerequisite: Graduate standing.
Analysis of theory and research on topics of special interest in the fields of educational administration and policy analysis.
860. Technology in Higher Education. (3) Prerequisite: Graduate standing.
Explores the various uses of technology in higher education, with a focus on the use of technology in teaching, research, and administration. Analyzes how the use of technology affects faculty, students, and others in colleges and universities, with an examination of issues related to student outcomes, faculty incentives, virtual/distance education, equity, intellectual property public policy, and the management of technology. Students will have opportunities for hands-on use of technology.
861. Human Resource Development in Postsecondary Education. (3) Prerequisite: Graduate standing.
Deals with the responsibility of administrators for faculty and non-faculty personnel matters in institutions with varying types of governance, ranging from collective bargaining to collegial decision-making. Discusses administrators' goals, strategies, and behavioral styles in providing leadership for personnel management. Also discusses administrative responsibility for emerging modes of administration and faculty development and evaluation.
863. Planning, Analysis, and Institutional Research. (3) Prerequisite: Graduate standing.
Considers the processes by which both long-range and short-range decisions may be made in institutions of higher education ; especially considers the uniqueness of planning, governing, and decision-making processes occasioned by participation of expert and semi-autonomous professional employees.
864. The American College Student. (3) Prerequisite: Graduate standing.
Examines trends and changes in the characteristics of college students and institutions they attend (cohort changes), research issues related to college impact research (student changes), and emerging theories and methodologies that address the consequences of attending college. The course is intended to provide a broad introduction to conducting research on students in a broad range of developmental and sociological areas.
865. (MEDEDUC 865). Evaluation and Assessment in Postsecondary Education. (3) Prerequisite: Graduate standing.
Examines various theoretical and working models for assessment and evaluation in postsecondary education at several levels: assessing student outcomes, reviewing program outcomes, and conducting program and institutional accreditation. Prepares students to design and interpret evaluative research and assessment procedures.
866. The College and University Professor. (3) Prerequisite: Graduate standing.
Traces the life cycle and career patterns of the academic person. Analyzes research studies and theories of faculty as people at work in organizations. Examines the training, recruitment, and mobility of faculty; the labor market for academics; and the nature of their work and of their relationships to students, administrators, and colleagues.
867. Current Topics in Postsecondary Instruction. (3) Prerequisite: Graduate standing.
A seminar focused on issues and topics in student development and learning as they relate to instruction in postsecondary institutions. Topics vary and reflect what is of current importance in the field of higher education.
868. Philosophy of Academic Leadership. (3) Prerequisite: Graduate standing. CSHPE core.
Furnishes the opportunity for each student to identify and defend a set of principles that will guide his or her action as an academic administrator on the fundamental issues of higher and continuing education. Analyzes classic philosophical works and applies them to such issues as right of access to postsecondary education, the nature of a liberal education, the participation of colleges and universities in social issues, and ethical obligations in research.
870. International and Comparative Higher and Continuing Education. (3) Prerequisite: Graduate standing.
Investigates problems facing postsecondary education and other educational efforts internationally, using comparative methods and other pertinent techniques; different topics, such as adult literacy, cross-cultural transfers, and ways of reaching diverse populations, may be treated each time the course is offered.
871. National Economic and Financial Issues in Postsecondary Education. (3) Prerequisite: Graduate standing.
Examines some broad economic and financial forces and issues that affect postsecondary education, including general economic conditions, tax policy, sources of funds, tuition policy, student financial supports, investments, and federal legislative, appropriations, and regulative processes. Attends especially to issues that reflect major federal roles, such as student aid and research policy and support. Outlines the major sources of information on federal legislation and appropriations and on the economic and financial issues addressed in the seminar.
872. State Government and Higher Education. (3) Prerequisite: Graduate standing.
Examines state-level executive, legislative, and appropriations processes and related issues with respect to postsecondary education; highlights the important influence of each state's context and characteristics on its politics and on the nature of its higher education system, currently and in emerging forms; views the structure, role, and impact of varying forms of state-level coordination, and considers state-level planning, institutional control, appropriations and budgeting, program review and approval, licensure, employment policy, and other processes for coordinating postsecondary education. Outlines the major sources of information on state-level legislation and appropriations and on the major issues addressed in the seminar.
873. Race, Ethnicity and Gender in Higher Education. (3) Prerequisite: 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.
874. Law and Higher Education. (3) Prerequisite: 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.
875. Managing Change and Quality in Higher Education Institutions. (3) Prerequisite: Graduate standing.
Examines the organizational literature on innovation and change and on approaches to quality improvement in institutions of higher education. The focus is on managing institutional response to major external forces for change and on quality improvement in both academic and administrative functional areas. Inter-institutional, institution-wide, and intra-institutional strategies and approaches are considered.
876. Program Design and Adult Learning. (3) Prerequisite: Graduate standing.
Explores the relationship between particular forms of program design and their impact on and consequences for adult learning and adult learners, with particular attention to the variety of institutional settings, both formal and informal, in which adult learning takes place. Assesses program design in terms of patterns of participation, motivation for participation, and outcomes of participation.
877 Dynamics of Organizational Strategy in Postsecondary Education. (3) Prerequisite: EDUC 761.
An advanced seminar focused on the conceptualization, formulation and execution of strategy in institutions of postsecondary education including profit and non-profit organizations. The seminar is designed to provide students with a working knowledge of the difference between strategy and tactics, the historical roots of strategy and its uses and application in contemporary organizations, alternative frameworks implicit in different "schools" of strategic thought, and models and methods for implementation.
878. Professional Education in Colleges and Universities. (3) Prerequisite: Graduate standing.
Analyzes education for the professions provided by colleges and universities, professional associations, and other private or governmental organizations. Includes such topics as roles of professions, professional socialization, external and internal forces shaping education programs, needs of professional practitioners, methods of instructional delivery, and management of continuing professional education activities. Draws from current research and University resources to develop a profile of issues and trends across professional occupations.
879. Capital Financing, Asset Management, and Fund Raising in Higher Education. (3) Prerequisite: Graduate standing. CSHPE core.
Exposes students to operations related to the capital financial structure of colleges and universities, asset management, capital budgeting, and fund raising and development. Intended as an advanced seminar for doctoral students considering a career, or requiring specialized training, in the finance component of higher education administration.
880. Case Studies in Higher Education Management. (3) Prerequisite: Graduate standing. CSHPE core.
A seminar for advanced doctoral students that requires the integration and utilization of a wide array of concepts, theories, and approaches to complex institutional problems and issues. The course utilizes case study analysis and discussion to enhance students' skills in organizational analysis, problem solving, and management. Case studies are selected to cover a variety of academic and administrative issues at various institutional levels. An exercise in case writing is required to enhance students' ability to learn about organizational issues and to gain experience in the pedagogical design and use of case studies.
881. Public Policy Research and Analysis in Postsecondary Education. (3) Prerequisite: 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 policy issue addressed.
882. (MEDEDUC 882). Introduction to Medical and Professional Education. (3) Prerequisite: Graduate standing. CSHPE core.
Students in this course will explore professional education in the U.S., including medicine, dentistry, law, business, nursing and pharmacy. Topics to be covered include history (of professional education), curriculum, internship and practice, legal issues, accreditation and governance, and policy and funding. Students will participate in a constructivist approach to learning the material; i.e., the approaches will be active and will include peer sharing and teaching, and peer feedback. Underlying theories and practices related to education in specific disciplines will be presented by experts in each of the fields, and students will learn through interactive presentations accompanied by in-class activities and an out-of-class project chosen by each student. The goal of the course is to introduce students to the disciplines that comprise professional education, and to the educational methods and the current management, legal and policy issues within each of the disciplines.
883. (MEDEDUC 883). Instructional Methods in Professional Postsecondary Education: Theory and Application. (3)
Professional education, with its focus on introducing students to simulated and authentic environments in which they will be practicing, has historically employed active, practice-based learning formats that include internships, clerkships, interactions with standardized patients/clients, computer- and mannequin based simulation, and case- or problem-based learning. The goal of this course is to introduce students to research and theory underlying these active, practice-based instructional methods, and to apply these methods across higher and professional education including medicine, dentistry, nursing, law and pharmacy. Along with this broad, multi-disciplinary approach to the course material, students will also study in depth a particular discipline and the common instructional methods within that discipline. Learning methods will be active and student-centered, and will include peer teaching, peer feedback and self-assessment.
884. (MEDEDUC 884). Development of Professional Expertise. (3)
Much of education in post-secondary and professions education is fundamentally focused on developing expertise in a specific domain of knowledge and skills. Although a variety of educational methods and curricular designs may be appropriate for this goal, it is critically important that educators understand the nature and development of expertise as a cognitive and social phenomenon. In this course, students will review critical literature in research and theory on expertise and will examine the implications this has for educational efforts to develop expertise. Each class participant will identify a specific content domain (e.g., teaching, dentistry, music, troubleshooting) which they will use as a means of applying the course content. Participants will use this domain to analyze educational practice and design a research study to investigate that form of expertise. This application will enable the participant to develop skills in critically analyzing the characteristics of the domain and how educational interventions can be designed to facilitate the development of expertise. The class will be highly interactive, with participants and faculty sharing insights and observations from their own areas of expertise.
886. (MEDEDUC 886). Program Evaluation. (3)
This course offers a conceptual and practical introduction to program evaluation. The course will make extensive use of recent applied examples of evaluations, drawing from a wide range of applications. Students will examine techniques for involving stakeholders in the planning process, identifying questions that evaluations can address, selecting evaluation strategies, anticipating ethical challenges, and reporting and disseminating evaluation findings. The course will include examples of quantitative and qualitative methods used in program evaluation. The rationale and standards for assessing outcomes, effectiveness, and quality of evaluations will be examined. Students in this course will critically examine examples of prominent program evaluation models, to promote their ability to choose models that anticipate barriers and decisions important to stakeholders. The course does not assume or require that students have previous coursework or experience in program evaluation, research design, or statistics. Intended learning outcomes for the course include
* enhancing students' knowledge and skills in identifying major purposes and approaches for conducting program evaluation;
* providing students with opportunities to apply standards to program evaluations, to determine the utility, practicality, appropriateness and accuracy of program evaluations.
890. (SURVMETH 790). Multi-level Analysis of Survey Data. (3) Prerequisite: 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.
895. The Logic of Inquiry. (3) Prerequisite: 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.
898. Professional Development Seminar. (1, may be elected up to four times)
Introduces students to current scholarly and professional issues within specific specialization areas. Designed to create and sustain a program of academic research.
899. Comprehensive Qualifying Exam (CQE) (3) Prerequisite: 60 credit hours.
The Comprehensive Qualifying Exam (CQE) serves as a bridge between completion of required courses and independent scholarship associated with the student's dissertation research Students typically take the CQE at the end of the third year and after completion of 60 credits. The CQE is a rigorous, semester-long activity which involves a critical, integrative literature review focused on a significant issue or problem (topic) in higher education. For further details, please review the CQE Guidelines.
