Courses
Graduate Courses
- EDUC-A 500 Introduction to Educational Leadership (3 cr.) This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administrations.
- EDUC-A 510 School Community Relations (3 cr.)
This course investigates characteristics of the community school, including the multicultural quality of the community. It also explores adapting the educational program to community needs, using community resources in instruction, and planning school-community relations programs
- EDUC-A 515 Introduction to Educational Leadership (3 cr.)
Course examines instructional leadership in K-12 school settings with a specific emphasis on the improvement of teaching. Content includes teacher supervision, evaluation and development. Questions related to teacher hiring and recruitment, professional learning, curriculum development, and coaching to support instructional improvement are also addressed
- EDUC-A 560 Political Perspectives of Education (3 cr.) This course focuses on theoretical and conceptual approaches useful in describing, explaining, and predicting political behavior related to schools. Forces for continuity and change at local, state, and federal levels are explored.
- EDUC-A 590 Independent Study in Educational Leadership (1-3 cr.) Individual research or study with an educational leadership faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, A590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-A 608 Legal Perspectives on Education (3 cr.) This course entails an overview of the legal framework affecting the organization and administration of public schools, including church-state issues, pupil rights, staff-student relationships, conditions of employment, teacher organizations, tort liability, school finance, and desegregation.
- EDUC-A 624 Educational Leadership: The Principalship K-12 (3 cr.)
This course engages students in a dialogue around building a professional learning community leading to instructional program coherence committed to the success of all students. Students complete their leadership platform as a part of this course
- EDUC-A 635 Public School Budgeting and Accounting (3 cr.) This course explores the normative and positive aspects of financing K-12 public education. After a rigorous introduction to the foundation of school finance theory, the course will investigate the concepts and practices of effective budget management.
- EDUC-A 640 Planning Educational Facilities (3 cr.) This course focuses on the basic concepts in planning educational facilities as they relate to educational needs. It covers educational specifications for learning environments, and renovation and modernization of school buildings.
- EDUC-A 653 Organizational Context of Education (3 cr.)
This course examines organizational factors in terms of impact on human behavior and student learning and the critical role of administrative policies and practices in shaping the organizational context. Alternative organizational designs and administrative strategies are studied in terms of their effectiveness under specified conditions.
- EDUC-A 671 Planning and Change in Educational Organizations (3 cr.) This course uses change scenarios at the school and district level to facilitate the application of planning and change principles. Students are required to produce personal change paradigms and critique contemporary restructuring and transformational models.
- EDUC-A 672 Moral Dimensions of Leadership (3 cr.) This course examines the concept of leadership from a political, historical, and social framework, with emphasis on values and ethics in the leader-follower relationship. Topics include analyses of change processes, conflict, power, and transformation.
- EDUC-A 695 Practicum in Educational Leadership (3 cr.) P: Consent of instructor. This course provides for closely supervised field experience in various areas of educational leadership.
- EDUC-A 785 Moral Dimensions of Leadership (3 cr.)
This course examines the concept of leadership from a political, historical, and social framework, with emphasis on values and ethics in the leader-follower relationship. Topics include analyses of change processes, conflict, power, and transformation.
- EDUC-A 799 Doctoral Thesis in Educational Leadership (1-15 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area. S/F grading.
- EDUC-E 506 Curriculum in Early Childhood Education (3 cr.) Planning the curriculum and selecting and evaluating learning experiences for children ages three through eight years with reference to relevant research. Organizing the classroom to provide maximum integration among experiences in different academic areas. A one-semester course; should be followed by E525 in the same year.
- EDUC-E 535 Elementary School Curriculum (3 cr.) This course serves as an introduction to instructional design, foundations, and methodology appropriate to all elementary teaching levels. Provides an orientation to lesson planning and curriculum, classroom management and organization, theories of development and psychology, individual needs of children, cultural pluralism, parent involvement, and individual elementary age learning styles, professional development.
- EDUC-E 543 Advanced Study in the Teaching of Mathematics in the Elementary School (3 cr.) Designed for experienced teachers to gain greater proficiency in the teaching of mathematics in the elementary school.
- EDUC-E 548 Advanced Teaching of Science in the Elementary School (3 cr.) Designed for experienced teachers to gain greater proficiency in the teaching of science in the elementary school.
- EDUC-E 555 Human Diversity in Education (3 cr.) Explores issues related to teaching in a complex and diverse culture. Through this class students will become familiar with a range of diversity issues that teachers confront in our society, including cognitive abilities, learning styles, and cultural, racial, and economic backgrounds of children.
- EDUC-G 502 Professional Orientation and Ethics (3 cr.) The psychological and educational foundations for counseling and guidance. Overview of counseling theories, practices, and organization.
- EDUC-G 505 Individual Appraisal: Principles and Procedures (3 cr.) An analysis of statistical, psychometric, socio-metric, and clinical principles crucial to professional interpretation of standardized and informal data regarding individual clients. Current issues/controversies about ethnic, sex, cultural, and individual differences will be examined.
- EDUC-G 522 Counseling Techniques (3 cr.) P: G502 or equivalent. C: G523. Introduction to counseling theories and psychological processes involved in individual counseling.
- EDUC-G 523 Laboratory in Counseling and Guidance (3 cr.) C: G522. Laboratory experiences in counseling, analysis of counseling interviews, role playing, and closely supervised counseling in the laboratory setting.
- EDUC-G 524 Practicum in Counseling (1-3 cr.) P: G502, G522 and G523. Closely supervised counseling practice with clients in the department’s counseling laboratories or in approved field sites in schools or agencies. Intensive supervision. Special application required.
- EDUC-G 532 Introduction to Group Counseling (3 cr.) P: G502 (for M.S. students). Psychological and theoretical foundations of group counseling. Analysis of the dynamics of groups.
- EDUC-G 542 Organization and Development of Counseling Programs (3 cr.) Environmental and population needs assessment for program planning. Procedures for counseling program development and accountability/evaluation. Case studies.
- EDUC-G 550 Internship in Counseling (1-6 cr.) Counseling experience in actual school or agency situations. Under direction and supervision of the counselor/supervisor, students get practice in counseling, interviewing, in-service training, orientation procedures, and data collection.
- EDUC-G 552 Career Counseling - Theory and Practice (3 cr.) An introduction to career development theory, psychological assessment for career planning, and sources and uses of career information in counseling.
- EDUC-G 562 School Counseling (3 cr.) Foundations and contextual dimensions of school counseling. Knowledge and skills for the practice of school counseling, developmental counseling. Program development, implementation, and evaluation. Consultation, principles, practices, and applications of needs assessment. Provides an overall understanding of the organization of schools and the function of the counselor and counseling program.
- EDUC-G 563 Mental Health Counseling (3 cr.) Foundations and contextual dimensions of mental health counseling. Program development, implementation, and evaluation. Principles, practices, and applications of community needs assessment. Ethics, examination of professional issues, administration, finance and management of mental health counseling services.
- EDUC-G 580 Topical Seminar in Counseling and Guidance (1-3 cr.) An intensive study of theory and research of selected topics in counseling.
- EDUC-G 590 Research in Counseling and Guidance (1-3 cr.) P: Consent of instructor. Individual study or research with a counseling faculty member.
- EDUC-G 598 Seminar on Professional Issues (3 cr.) An examination of professional issues and trends in the field of counseling and their implications for practice.
- EDUC-G 615 Psychopathology and Advanced Diagnosis (3 cr.)
To acquire the requisite knowledge and skills in assessing psychopathology and abnormal behavior. It is built around the Diagnostic and Statistical Manual of Mental Disorders, DSM-III-R and subsequent revisions. Topics include: the function of diagnosis, etiology and epidemiology of abnormal behavior, relationship of diagnosis to treatment, and ethical considerations.
- EDUC-G 799 Doctoral Thesis in Counseling Pscyhology (1-15 cr.) Credit may be earned over a period of several semesters. The thesis is to be an organized scientific contribution to the field of counseling psychology.
- EDUC-G 901 Advanced Research (3 cr.) Open only to doctoral candidates who have been admitted to candidacy, i.e., have passed qualifying examinations and completed all program course work except the dissertation. Enrollment is restricted to six semesters. This course is not offered in summer sessions.
- EDUC-H 520 Education and Social Issues (3 cr.) Identification and analysis of major problems set for education by the pluralistic culture of American society.
- EDUC-H 590 Independent Study or Research in History, Philosophy and Comparative Education (1-3 cr.) P: Individual research or study with a History, Philosophy, and Comparative Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, H590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-H 637 Topical Seminar (3 cr.) P: Consent of instructor. Critical examination of a problem area in history of education or comparative education that has been extensively studied by the instructor.
- EDUC-H 799 Doctoral Thesis in the History or Philosophy of Education (1-15 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.
- EDUC-J 500 Instruction in the Context of Curriculum (3 cr.) First course for the master’s degree in curriculum and instruction. Extends concepts introduced in undergraduate teacher preparation. Topics include conceptions and definitions of curriculum and instruction and their impact on social contexts, learning theories, and schooling practices. Elementary and secondary contexts are studied.
- EDUC-J 538 M.S. Practicum/Internship (1-6 cr.) Supervised practice in a school or other approved agency. Includes performance in such roles as curriculum development, program evaluation, action research, staff training and development, consultation, or program development. A comprehensive report involving a systematic analysis of the practicum activity must be completed.
- EDUC-J 655 Seminar in Multicultural and Global Education (3 cr.) 1) Examine major concepts, theoretical frameworks and educational responses associated with multicultural/global education, 2) heighten cross-cultural awareness, 3) explore possibilities of integrating multicultural/global education into a unified approach for curriculum development and research, 4) enable participants to become leaders of multicultural/global education in their area of expertise.
- EDUC-J 799 Doctoral Thesis in Curriculum and Instruction (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.
- EDUC-K 505 Introduction to Special Education for Graduate Students (3 cr.) P: Graduate standing or consent of instructor. Basic special education principles for graduate students with no previous course work in special education. Students cannot receive credit for both K205 and K505.
- EDUC-K 525 Survey of Mild Handicaps (3 cr.) An advanced survey of the literature relating to mild handicaps, including historical foundations, definitions, and current issues facing workers in the field.
- EDUC-K 541 Transition Across the Life Span (3 cr.) In this course, issues and strategies related to the array of transitions students with disabilities need to make as they progress from pre-school to public school and on to adult life are discussed. The course covers laws, policies and guidelines governing service provision across age groups and levels of instruction, and it addresses strategies for program planning, interagency cooperation and collaboration, and resource utilization.
- EDUC-K 548 Families, School and Society (3 cr.) The course focuses on the family as a system and discusses the impact of disabilities on the daily lives of family members. Historical, legal and ethical perspectives on family involvement and empowerment are explored. Approaches for providing services to families with members who are developmentally disabled, chronically ill, at risk or who have other types of impairments also are presented.
- EDUC-K 553 Classroom Management and Behavior Support (3 cr.) The course provides basic knowledge and skills for (1) developing and maintaining a productive and proactive classroom environment, (2) teaching students discipline, self-control, conflict resolution and other self-management skills, (3) managing and preventing crisis behavior, and (4) developing and implementing behavior intervention and management plans in classroom programs and in cooperation with parents, teachers, and other personnel.
- EDUC-K 590 Independent Study or Research in Special Education (1-3 cr.) P: Individual research or study with a Special Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, K590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-K 595 Practicum in Special Education (1-6 cr.) P: Consent of instructor. Provides for closely supervised field experience in various areas of special education.
- EDUC-K 799 Doctoral Thesis in Special Education (1-15 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.
- EDUC-L 500 Instructional Issues in Language Learning (3 cr.) This course reviews the principles and the current instructional issues related to learning a first or a second language. Besides the general issues of effects of the environment, developmental stages, and basic instructional methodologies, relationships among reading education, English education, and second language education will be explored.
- EDUC-L 502 Socio-Psycholinguistic Applications to Reading Instruction (3 cr.) Explores the linguistic and cognitive dimensions of language as they relate to the teaching of reading. Discusses relationships among the systems of language and among the various expressions of language. Always includes topics on pragmatics, semantics, grammar, and dialect.
- EDUC-L 516 Advanced Study in the Teaching of English/Language Arts (3 cr.) Study of current trends, issues, theory, and research in teaching and learning English/language arts. Explores language, composition, literature and media education, focus on integrating language arts, developing multicultural curricula, and engaging students in meaningful inquiry facilitating student responsibility for themselves and their world.
- EDUC-L 520 Advanced Study in Foreign Language Teaching (3 cr.) Principles, practices, problems, and current research pertaining to the teaching of a particular modern language in the secondary school. Emphasis on teaching the advanced levels. Separate sections as needed for teachers of French, German, Russian, and Spanish.
- EDUC-L 524 Language Issues in Bilingual and Multicultural Education (3 cr.) A survey of language education issues related to the linguistic abilities and educational needs of students requiring bilingual or bidialectal instruction. Topics discussed include language acquisition, language pedagogy, program models, cultural influences, teacher training, and research directions.
- EDUC-L 525 Practicum in Literature, Culture and Language Education (1-4 cr.) Supervised application of language and literacy teaching methods. Special emphasis on setting up effective learning environments, selecting materials, designing instruction, monitoring student growth, adjusting instruction based upon student performance, and communicating with other professionals.
- EDUC-L 539 Language Foundations for ESL/EFL Teachers (3 cr.) Focus on identification of systematic aspects of English that could challenge English Language Learners at different proficiency levels of language acquisition. Students engage in the discussion and development of modification approaches that address language needs in content classes with attention to socio-cultural aspects of language use and language learning experiences of diverse students.
- EDUC-L 559 Trade Books in Elementary Classrooms (3 cr.) Emphasizes the use of trade books in language and reading in elementary classrooms.
- EDUC-L 590 Independent Study or Research in Literature, Culture and Language Education (1-3 cr.) P: Individual research or study with a Language Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, L590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-L 599 Master's Thesis in Literature, Culture and Language Education (3 cr.) To be used as the master’s thesis in language education or the early inquiry experience as part of the doctoral program. The thesis or inquiry experience may be an organized study or a systematic and comprehensive analysis of theory and practice in a specific area.
- EDUC-L 650 Internship in Literature, Culture and Language Education (1-3 cr.) Provides directed and supervised experience for advanced graduate students in the field of language education.
- EDUC-L 795 Dissertation Proposal Preparation (1-3 cr.) P: Authorization required. This course is for the development of a dissertation proposal in language education. Students must have the consent of a dissertation director or prospective director to enroll. Students should be finished or nearly finished with program course work.
- EDUC-L 799 Doctoral Thesis in Literature, Culture and Language Education (1-15 cr.) P: Authorization required. Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.
- EDUC-M 500 Integrated Professional Seminar (0-6 cr.) This seminar is linked to courses and field experiences included in the Transition to Teaching (T2T) program. It will allow for collaboration among school-based mentors, university-based instructors, and T2T candidates in offering academic content appropriate to the program. The seminar will provide a technology-rich and performance-based professional experience. This course has a fee attached.
- EDUC-M 550 Practicum (1-16 cr.) Teaching or experience in an accredited school, normally in Indiana. Credit will be commensurate with time spent in the instructional setting. S/F grading.
- EDUC-N 517 Advanced Study in the Teaching of Secondary School Mathematics (3 cr.) Methods, materials, literature; laboratory practice with mathematics equipment; evaluation techniques; standards; and determination of essentials of content. Developing mathematics programs for specific school situations.
- EDUC-N 590 Independent Study or Research in Mathematics Education (1-3 cr.) Individual research or study with a Mathematics Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, N590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-P 507 Assessment in Schools (3 cr.) Introductory assessment course for teachers and school administrators. Topics include principles of assessment, formal and informal classroom assessment instruments and methods, formative and summative assessment, interpretation and use of standardized test results, social and political issues in assessment, use of student data bases in schools.
- EDUC-P 510 Psychology in Teaching (2-3 cr.) Basic study of psychological concepts and phenomena in teaching. An analysis of representative problems and of the teacher’s assumptions about human behavior and its development. Intended for current and prospective classroom teachers who are working toward a master’s degree.
- EDUC-P 514 Life Span Development: Birth to Death (3 cr.) A survey course of human development from infancy through old age, emphasizing the life span perspective of development. Classical stage theorists, current popular conceptions, major research findings, and educational implications for all life stages from birth to death.
- EDUC-P 516 Adolescent Development (3 cr.) Individual research or study with an Educational Psychology faculty member, arranged in advance of Factors of growth and development in adolescents, including physical, psychological, social, cognitive, and emotional, with particular reference to relevance for the practitioner and potential for future research. Examines contemporary issues, such as drug and alcohol abuse, sexuality, vandalism, ethnic and cultural issues, and problems of handicapped youths.
- EDUC-P 540 Learning and Cognition in Education (3 cr.) Survey of theoretical positions in the areas of learning and cognition, with emphasis on their relevance for the design of classroom learning situation.
- EDUC-P 590 Independent Study or Research in Educational Pscyhology (1-3 cr.) Individual research or study with an Educational Psychology faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, P590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-P 799 Doctoral Thesis in Educational Psychology (1-12 cr.) Credit may be earned over a period of several semesters. The thesis may be an organized scientific contribution or a comprehensive analysis of theory and practice in a specific area.
- EDUC-Q 590 Independent Study or Research in Science Education (1-3 cr.) P: Individual research or study with a Science Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, Q590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-Q 690 Advanced Research in Science Education (1-6 cr.) Individual research participation in an attempt to determine what science process and content can be learned by whom and how science learning can be facilitated through teacher training or improved instructional design. Open only to advanced graduate students. Credit may be extended over several semesters.
- EDUC-S 505 The Junior High and Middle School (3 cr.) Role of the junior high school and middle school in American education. Total program: philosophy, functions, curriculum, guidance, activities, personnel, and administration.
- EDUC-S 555 Diversity and the Communities of All Learners (1-3 cr.) This class explores issues related to teaching all learners in increasingly complex secondary schools. It draws on anthropology to understand diversity across culture, sociology to examine the social complexities of pluralistic societies, special education to address the individualize student needs. The course emphasizes educational practice and communities of learners. (Offered on both Bloomington and Indianapolis campuses.)
- EDUC-S 590 Independent Study or Research in Secondary Education (1-3 cr.) P: ndividual research or study with a secondary education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, S590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-T 531 Organizational Change in Culturally and Linguistically Diverse Schools (3 cr.) Organizational development in linguistically and culturally diverse school sites: legal basis; administrative strategies; staff development models; use of community resources; and formative evaluation techniques for organizational development in school contexts.
- EDUC-T 550 Cultural/Community Forces and the Schools (3 cr.) Promotes modification of instructional strategies within diverse educational settings by providing opportunities to analyze community forces and cultures through cultural orientation workshops and seminars, culturally focused readings, direct residential participation in community-related activities, and site-based culture/strategies reports.
- EDUC-T 590 Independent Study or Research in Urban Multicultural Education (1-3 cr.) Individual research or study with an Urban Multicultural Education faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily, T590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-T 620 Issues in Urban Education (3 cr.) Advanced study of contemporary urban educational issues. Explores research and arguments related to current educational issues in American cities. Studies and interrelates research done in the areas of public and private schools, federal, state and local government agencies, community organizations, higher education, and the private sector.
- EDUC-A 500 Introduction to Educational Leadership (3 cr.) This course entails an introduction to the history, philosophy, and social aspects of educational leadership. It reviews relevant theories of administration; the historical role of administration in schools; and the political, social, economic, and philosophical frameworks that have informed administrations.
- EDUC-T 701 Introduction to Critical Race Theory (3 cr.) This graduate seminar will explore the foundations and central tenets of Critical Race Theory. The course will also examine the sister CRiTs and part of an overall analysis of CRT as a framework and a methodology
- EDUC-T 750 Topical Seminar in Urban Education (3 cr.) This variable topics course focuses on an organized, disciplinary approach to problems in or dimensions of urban education. The course provides an overview of the discipline-based theory and research related to the topic as well as critiques the theory, identifies gaps in the research, and explores potential research projects.
- EDUC-W 515 Technology Leadership and Professional Development (3 cr.) This course is about providing leadership in support of technology for learning. Students will study theories and examples of technology leadership, evaluate standards for teacher effectiveness and professional development frameworks, critique policies and procedures, conduct data analysis, and assess the needs of adult learners. Students will create plans for professional development designed to advance the use of technology in learning environments.
- EDUC-W 520 Planning for Technology Infrastructure (3 cr.) This course addresses topics pertinent to planning for and sustaining technology infrastructures such as strategic planning, budgeting, vendors and contracts, grant writing, Acceptable Use Policy, classroom technology, wireless access, Student Information Systems (SIS), Learning Management Systems (LMS), and Total Cost of Ownership. Students will assess the technology needs of a specific learning environment and write a proposal to upgrade the technology support for teachers and learners.
- EDUC-W 531 Computers in Education (3 cr.) A survey of computer technology as applied to instructional processes. Students will be introduced to a variety of computer systems and to the ways computers are used in instruction and classroom management.
- EDUC-W 540 Computers in the Curriculum (3 cr.) Focuses on developing instructional techniques. Students will address instructional design issues, instructional strategies, and planning techniques. Also, students will explore modern trends in using educational technology and will examine issues of integrating computer technology into the classroom.
- EDUC-W 550 Current Technology Trends (3 cr.) This course investigates innovations, emerging technologies, and technology's role in education reform. Students will collaborate to search out, evaluate, and synthesize research studies and verifiable information about promising educational technologies. They will present their findings in a webinar for other professionals.
- EDUC-W 590 Individual Research in Computer Education (1-6 cr.) Individual study or research for students exploring issues in educational technology. To be arranged with a technology faculty member in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student product(s). Ordinarily W590 will not be used for the study of material taught in a regularly scheduled course. (This course is offered within IU system)
- EDUC-Y 510 Action Research I (3 cr.) An introduction to the basic philosophy and methods of action research. Students will design an action research project and write a proposal. In this class, you will learn how to conduct action research. You will learn how to select an area of focus; collect data; organize, analyze and interpret data; and take action based on your findings. You will plan an action research study and write a formal proposal for that study.
- EDUC-Y 520 Strategies for Educational Inquiry (3 cr.) Introductory course intended to orient beginning graduate students to the conduct of social science inquiry in general and educational inquiry in particular and to acquaint them with key terms and generally accepted procedures in qualitative and quantitative inquiry.
- EDUC-Y 521 Methodological Approaches to Educational Inquiry (3 cr.) Introduction to the various methodological approaches to the conduct of social sciences inquiry in general and educational inquiry in particular. Focus on the epistemological implications of methodological choices.
- EDUC-Y 535 Evaluation Models and Techniques (3 cr.) P: Y520 or equivalent. An overview of evaluation as an inquiry process, including a discussion of the history of evaluation and the state of the art. Frameworks and models for planning evaluation studies are discussed and applications are demonstrated. Criteria for evaluating studies, steps for writing evaluation proposals and reports, and techniques for the collection of information are discussed. This course is similar to J660. Credit may not be earned in both courses.
- EDUC-Y 590 Independent Study or Research in Inquiry Methodology (1-3 cr.) Individual research or study with an Inquiry faculty member, arranged in advance of registration. A one- or two-page written proposal should be submitted to the instructor during the first week of the term specifying the scope of the project, project activities, meeting times, completion date, and student products. Ordinarily, Y590 should not be used for the study of material taught in a regularly scheduled course.
- EDUC-Y 611 Qualitative Inquiry in Education (3 cr.) P: Y520, H510 or consent of instructor. Examination of qualitative approaches to educational inquiry e.g., case study, naturalistic inquiry, educational anthropology, educational connoisseurship, and criticism. Exploration of methods for collecting and analyzing qualitative data, criteria for field studies, and approaches to writing up field studies.
- EDUC- 711 Advanced Critical Qualitative Inquiry (3 cr.) Advanced qualitative course that builds on students' prior knowledge of social science research paradigms and qualitative methodologies. Draws largely from anthropological and anthropological traditions to explore qualitative research broadly and looks at qualitative analysis as an extension of discussion of theoretical and conceptual frames.
- EDUC-Y 712 Applied Multivariate Statistics for Educational Research (3 cr.) This course is an advanced statistics course focusing on multivariate data analysis. The term "multivariate analysis" describes a set of statistical procedures used to analyze data that contain multiple observations (variables) for each unit (individual) studied.
