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| Course Number | Course Name |
|---|---|
| ED 403 | Disability and Early Childhood Develops an understanding of disability, especially as it impacts young children. Addresses the inclusion debate, as well as the diagnosis, classification, and assessment of young children with disabilities. Examines the historical context for early intervention and special education and the institutional approach to disabilities, and utilizes that context to critically examine and discuss current intervention and educational practices for young children with diverse developmental paths and learning abilities. Introduces some strategies for working with young children with disabilities in various contexts and for developing collaborative partnerships and teams to best meet the full range of needs of young children with disabilities. Frequency: Every even summer A Instructors: Mock, Sullivan |
| ED 410 | History of American Education Explores education broadly as the formal or conscious transmission of culture in family life, colleges, peer groups, youth agencies, religious and cultural organizations, and the media. Investigates the processes of cultural transmission across four centuries of American history, beginning in the mid-1600s, but with the major emphasis on post-1900 themes. Intended as a first foundation course in the history of American education. Frequency: Most odd falls (next offered fall 2009) Instructors: Waterman |
| ED 411 | Philosophy of Education Examines a range of contemporary controversies and historically influential philosophical theories of education as a vehicle for critical reflection on the political, moral, epistemic, and linguistic aspects of educational practice. Topics include: the place of education in a just and stable society; the role of education in promoting human freedom, goodness, and well-being; the nature of knowledge and human excellence, and how they develop; the curriculum and how to teach for understanding and intellectual autonomy; the relative authority and responsibility of family and state in providing and determining the content of education; the issues arising from differences of culture, religion, and ability. Frequency: Every even summer Instructors: Curren |
| ED 412 | Sociology of Education Integrates sociological theory, policy studies, and contextual applications in respect to education, schools, communities, and professional practices. Explores and analyzes education as sociocultural, political ideals relative to structures of practice and organization, such as schooling. Matters of social stratification by gender, ethnicity, age and social class are examined in consideration of the reproductive functions of schooling. Practices and policies to approach social justice and educational values, within classrooms, schools, and communities, will be considered. Also provides educational professionals, counselors, and developmentalists a systematic foundation in sociological theories and studies of education and schooling in a context of multidisciplinary collegiality. Frequency: Most odd springs Instructors: Harris |
| EDU414 | American Educational and Linguistic Practices Designed to lend support to incoming students who are making the transition to studying in an American university, this course explores U.S. academic culture, language, and customs. Communication skills and practices in classroom discourse will be addressed, giving students the understanding and skills needed to interact effectively with professors and other students within a university classroom. Also discusses university expectations for academic reading and writing, and provides instruction in effective strategies and skills to meet those expectations. Restrictions: International students for whom English is not their first language Frequency: Every fall Instructors: Clawson |
| ED 416 | Managing Crisis: Catastrophe, Violence, and Trauma in School and University Settings This interdisciplinary course is designed to prepare educational professionals to effectively address issues of school violence and examine current theory, research, and applications by studying child, spousal and elder abuse (domestic violence), work-related violence, suicide and the association between substance abuse and violence. Provides a foundation in violence prevention and control across disciplines (including public health, nursing, law, medicine, social work, law enforcement, education and psychology, etc.). School teachers, counselors and administrators interested in violence prevention and control will study models for explaining, predicting and preventing violence; acquire the skills to effectively evaluate violence prevention strategies and programs; and learn what baseline data to compile for predicting violence in their schools and classrooms. Frequency: Every fall Instructors: Linnenberg |
| EDU416 | Conflict Management in Schools and Universities Provides emerging educational leaders with effective conflict management skills to optimize the daily performance of faculty, staff, and students to solve problems, make the best decisions, and achieve educational goals. Examines the theoretical underpinnings of conflict resolution, the practice of skills and the identification of dispositions necessary for successful collaboration, negotiation, and mediation in schools and universities. Frequency: Every spring Instructors: Shuherk |
| ED 421 | Reform in Public Schools Examines how federal, state, and local reform efforts impact teaching and learning, focusing on implications for administrators, teachers, and students in American public schools. Evaluates past and current large-scale strategies to transform the organizational, curricular, and instructional capacity of schools. Considers whether such changes have improved student access, engagement, and outcomes. The influence of race, class, and gender is addressed. Topics include Title I, comprehensive school reform, standards-based education, and high-stakes testing. Frequency: Most falls Instructors: Harris |
| EDE422 | Motivation in Human Development Provides a survey of theory and research in human motivation, with particular application to human development, educational and organizational settings, and counseling. Explores several influential approaches to motivation before focusing on one major contemporary approach known as self-determination theory. Topics covered include the distinction between intrinsic and extrinsic motivation; processes of socialization and internalization; the importance of basic psychological need satisfaction in educational, organizational, and counseling contexts. Emphasis is placed on application of motivational principles in the professional settings identified above. Frequency: Every odd Fall Instructors: Lynch |
| ED 428 | Ethics and Education Explores the moral dimensions of education and educational leadership in K-12 and higher education settings. Examines a range of ethical problems associated with educational institutions and the moral dimensions of educational leadership. Explores and discusses the many philosophical questions about the nature of morality and professional ethics. Using case scenarios and model analyses, topics include the ethics of grading, academic honesty, academic freedom and censorship, educational research and experimentation, classroom management and discipline, and sexual harassment. Frequency: Every odd summer Instructors: Curren |
| ED 429 | Theories of Human Development Provides a comprehensive introduction to multidisciplinary approaches to human development within the behavioral and social sciences. Explores theories of human development and the process of individual change over time that occurs in social, cultural and historical contexts. Examines central theories of transformation and development to gain an understanding of human behavior, the environmental factors that affect both normal and abnormal behavior, and the systems (e.g., school, family, and community) that interact to affect an individual’s development. Frequency: Every fall and summer A Instructors: French, O'Connor, Swanson |
| ED 432 | Professional Writing and Communications Explores a range of writing practices and types of texts to engage candidates in persuasive writing that is aimed at reaching teachers, parents, administrators, and faculty. Examines ways to identify audience, purpose, and styles of writing and speaking used in specific contexts and settings, including schools, organizations, and academic courses. Candidates bring real-world experiences to the course and have assignments to produce particular genres of text. Frequency: Every spring Instructors: King, Lapointe |
| ED 435 | Critical Thinking and Professional Practice Examines the nature of critical thinking, its place in education, and its role in good decision making. Provides a thorough grounding of skills in critical reasoning and argument analysis to use in diverse contexts, as well as ways to teach those skills and integrate the teaching of them into diverse educational programs. Frequency: Occasionally Instructors: Curren |
| ED 438 | Sociology of School Organizations Examines how U.S. schools organize and stratify students and the implications this has for access to high-quality schooling and postsecondary opportunities and jobs. A key focus will center on how schools have commonly dealt with both socio-demographic (e.g., race, social class, and language) and academic differences among students. Frequency: Most falls (next offered fall 2009) Instructors: Harris |
| ED 440 | Urban Teaching & Leadership Seminar 1A Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Restrictions: Students accepted in a UTL program only, or permission of instructor Frequency: Every fall Instructors: Brockenbrough |
| ED 441 | Urban Teaching and Leadership Seminar 1B Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Restrictions: Students accepted in a UTL program only, or permission of instructor Frequency: Every spring Instructors: Brockenbrough |
| ED 442 | Urban Teaching and Leadership Seminar 2A Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Restrictions: Students accepted in a UTL program only, or permission of instructor Frequency: Every fall Instructors: Brockenbrough |
| ED 443 | Urban Teaching and Leadership Seminar 2B Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Restrictions: Students accepted in a UTL program only, or permission of instructor Frequency: Every spring Instructors: Brockenbrough |
| ED 444 | Urban Teaching and Leadership Seminar 3A Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Restrictions: Students accepted in a UTL program only, or permission of instructor Frequency: Every fall Instructors: Brockenbrough |
| ED 445 | Urban Teaching and Leadership Seminar 3B Students in the Urban Teaching and Leadership (UTL) program participate in a series of monthly seminars offered each semester of their three-year program. Seminars address teaching and learning in urban schools and communities and provide a forum for discussing their practice and consultation with lead teachers in the Rochester City School District. Restrictions: Students accepted in a UTL program only, or permission of instructor Frequency: Every spring Instructors: Brockenbrough |
| EDU446 | Entrepreneurial Skills for Educators Engages students in the development of skills and practices that make traditional entrepreneurs successful and examines how these practices can empower educators to be more effective leaders and agents of change. This course especially focuses on entrepreneurial attitudes and behaviors that can help educators expand their abilities to identify and evaluate opportunities, develop and implement carefully considered plans, build coalitions, secure resources, evaluate and manage risks, and create a culture that encourages creativity and initiative. By doing so, students become more effective in promoting innovations that can improve their institutions and better serve their clients. Frequency: Every fall (next offered summer B 2009) Instructors: Borasi, Duckles |
| EDU447 | Grant Writing and Other Funding Strategies for Educators Implementing change and worthwhile initiatives in education most often requires securing the necessary funding. This course prepares educators and other helping professionals to secure such funding. Includes learning about potential funding sources, how to select funding sources appropriate to a specific project, how to write compelling applications to different types of funding sources (including federal and state grants, national and local foundations, private donors, banks and other lending agencies), and how to appropriately steward the funds when awarded. Students are recommended to come to the course with at least one specific project they want to fund, or otherwise will be assigned such a project by the instructor. Frequency: Most falls (next offered fall 2009) Instructors: Borasi, Sisk |
| EDU455 | Policy and Practice in Developmental Differences Creates opportunities, support, and resources for individuals concerned with developmental differences and normalcy. Welcomes participants from various positions, interests and experiences, including health and human service professionals, educators, family members, persons with developmental differences, and scholars. Oriented by a developmental, life-long, and multi-disciplinary approach, participants work to dispute dominant disability discourses of 'lacks and absences' and to reconsider developmental differences as neither inherent nor ‘less than’ what is needed. Frequency: Most odd springs Instructors: Donnelly |
| ED 461 | The Politics of Education Introduces candidates to the recurrent forces and competing values that shape decision making in local school districts, focusing on the local level of educational politics. Examines the role of school boards, parents, teachers unions, mayors, and others. Provides candidates with the knowledge and skills necessary to work effectively as education leaders in this political environment. Frequency: Occasionally Instructors: Finnigan |
| ED 468 | Leadership in Urban Schools Focuses on teaching, leadership, and administration in urban school settings. Candidates investigate the realities and misconceptions of these environments and probe and clarify their own conceptions of, and attitudes toward, urban schools. Candidates draw on theoretical literature, empirical research, case studies, the personal experience of others in the class and community to think about ways to apply theory to practice. Engagement with administrators, teachers, students, and community members who work and/or live in the City of Rochester is a requirement of this course, and opportunities for this interaction will be made available during and outside of course meetings. Frequency: Every summer A Instructors: James-Wilson |
| ED 470 | Leading Effective Program Design Develops skills and strategies that educational leaders need to become effective program designers. Examines research on instructional theory and practice as connected to improving student achievement. Prepares leaders to address current reform issues through consistent, systemic K-12 program design. Explores the use and application of curricular and instructional analysis. Participants design educational programs to meet the needs of specific student populations. Frequency: Occasionally |
| ED 481 | School, Family, and Community Relations Surveys approaches for uniting schools, families, and community institutions into meaningful partnerships to foster academic success and healthy development in young people. Examines theoretical, political, and practical issues and research associated with new and traditional forms of collaboration. Frequency: Most even falls Instructors: Swanson |
| ED 483 | Communication and Counseling Skills for Teachers, Administrators, and Other Helping Professionals Introduces the educating or allied helping professional to the basic skills and core perspectives of counseling as a form of communication. Assists educators in facilitating effective interpersonal interactions by introducing them to basic listening skills, principles of group dynamics, theories of cross-cultural communication, and conflict-resolution strategies. Restrictions: For non-counseling students only Frequency: Every odd fall and even summer Instructors: Guiffrida, Marquis |
| EDU497 | Teaching and Learning in Higher Education A study of theory-based effective teaching, learning, and assessment practices for use in higher education and learning organizations. Stresses teaching, learning, and assessment practices that facilitate meaningful learning. Designed to meet the diverse needs and interests of a broad range of graduate students, teachers, and working professionals interested or currently working in higher education or learning organizations. Frequency: Every fall Instructors: Fonzi |
| ED 513 | Academic Writing for Educators Provides a workshop setting for students to improve academic writing and develop concrete strategies for composing and revising. Reviews principles of effective expository writing at multiple levels: rhetorical, structural, sentential, lexical, grammatical, and mechanical. Explores how academic writing reflects the professional practices of the educational research and publishing communities. Introduces several digital tools that are useful to writers. Restrictions: Doctoral students only Frequency: Every spring and summer B Instructors: Allen, Chaffee, Curry, King |
| ED 515 | Writing for Scholarly Publication in the Social Sciences Introduces the practices of professional scholarly journal publication, focusing on text development and the submission process, from selecting a target journal, preparing a manuscript for submission, responding to reviewers' comments, and negotiating timelines. Discusses strategies for turning papers, comprehensive exams, or dissertation chapters into article manuscripts. Provides an insider's view of the manuscript review process. Students either work on their own text or practice reviewing a journal article submission. Restrictions: Doctoral students only Frequency: Occasionally (next offered summer B 2009) Instructors: Curry |
| ED 516 | Designing and Evaluating Professional Development Engages educators, administrators, teacher leaders, curriculum specialists, and professional development providers in examining the issues related to designing and evaluating professional development. Critically examines research on the role professional development plays in promoting change; the characteristics of effective professional development programs; and methods for evaluating professional development programs and materials. Engages students in designing large- and small-scale professional development programs and in implementing and evaluating professional development initiatives. Prerequisites: [EDU 497, or by permission of instructor] Frequency: Every spring Instructors: Fonzi, Kohn |
| ED 517 | Schooling and Social Justice Examines the idea of promoting social justice in and through education, and in doing so provides a grounding in theoretical explorations of the nature of justice and experience in well-reasoned analysis and writing about educational controversies. Topics include: the nature of social justice and what educational institutions and researchers can do to promote it; the nature of educational equality and its relationship to social justice; the tensions between political, social, economic, and cultural aspects of social justice, and how those tensions are reflected in educational policy and practice. Course readings include landmark legal decisions. Restrictions: Doctoral students only, or by permission of instructor Frequency: Occasional summers Instructors: Curren |
| EDE568 | Advanced Seminar: Bullying, Violence, and Female Competition Interrogates the various meanings attributed to the issues of bullying, violence, and female competition and explicates the multiple ways that these categories are, perhaps unintentionally, implicated in the production and reproduction of existing social inequities. Cultural, racial, and gender diversity is a reality in most American classrooms and communities today, and for many of us the ability to function in these non-monochromatic environments will figure prominently in our survival and success as workers and citizens. Using ethnographic data from schools and workforce contexts and field data from a self-selected field site, participants engage in current research and literature and consider possible change strategies. Restrictions: Open to doctoral students only, or by permission of instructor Instructors: Fordham |
| EDU580 | Foundations of Health Professions Education A foundational study of the historical, scientific, social and political roots of health professions education, educational theory, and the continuum of this education. Provides the contextual framework for education in the health professions and emphasizes the historical and sociological theory of the evolution of this education. Critically examines the roles and responsibilities in the assessment and certification of graduates, as well as discusses the framework for accreditation and licensing of health care professionals. Current program assessment methods and tools are reviewed, as well as ethics and responsibilities of education leaders in different roles. Frequency: Every fall Instructors: D'Aoust, Wall, Ward |
| ED 581 | Discourse Analysis Introduces students to discourse analysis as a research methodology and analytic framework for the examination of language in use. The course is intended to provide students with opportunities to discuss central theoretical issues in discourse analysis and to provide opportunities to work with language data in order to develop students’ analytic skills and to receive critical feedback on their work. The course is intended for advanced doctoral students who have taken introductory research methods courses, and in particular those with an interest in learning about discourse analysis to advance their own research. Prerequisites: [ED 506, ED 507] Restrictions: Requires instructor permission Frequency: Occasionally Instructors: Allen, Larson, O'Connor |
| EDU581 | Clinical Teaching in Health Care Professions Education: Teaching and Instructional Methods Presents traditional and innovative methods used in clinical teaching to enhance student and practitioner knowledge, skills and attitudes, and critically examines the theories behind different teaching methodologies. Current and potential future uses of technology in active learning strategies in the clinical environment will be discussed. Ethical and patient safety issues are also explored. Prerequisites: None (although EDU 497 and EDU 580 are recommended) Frequency: Every spring Instructors: Fonzi, Norsen, Santos |
Research Methods Courses | |
| ED 406 | Master's Research Methods Introduces research methods and research design in education, emphasizing both qualitative and quantitative research design and analytic thinking. Prepares students to be literate consumers of education research using multiple methodologies. Restrictions: Master's candidates only or permission of instructor Frequency: Every fall, spring and summer B Instructors: O'Connor, Swanson |
| ED 504 | Quantitative Research Methods Provides an introduction to the quantitative methods commonly used in education research. Covers basic concepts underlying statistical and quantitative reasoning, including descriptive statistics, probability, statistical inference, analysis of variance, correlation, and bivariate and multivariate regression analysis. Students emgage in computer-based analyses of education-related problems using SPSS. Includes conducting a quantitative analysis as a research report. Prerequisites: [ED 506, ED 528] Restrictions: Doctoral students only, or by permission of instructor Frequency: Every spring and summer B Instructors: DeAngelis |
| ED 505 | Advanced Quantitative Research Methods Trains students to conduct effective research and analysis with large- and small-scale survey information of the type most commonly generated through state and nationally-funded information collecting. Prerequisites: [ED 504] Restrictions: Doctoral students only, or by permission of instructor Frequency: Most even falls Instructors: DeAngelis, Lynch |
| ED 506 | Concepts and Issues in Social Science Research Introduces the beginning doctoral student in education and related disciplines to the issues and processes involved in social science research. Major alternative approaches to designing and conducting research are explored. This course is a required prerequisite for all doctoral research methods courses. It is open only to doctoral students, except for master’s students in human development who are in that program’s “research” track (they must get instructor approval in advance). Restrictions: Doctoral students only, or by permission of instructor Frequency: Every fall and summer B Instructors: Ares, O'Connor |
| ED 507 | Qualitative Research Methods Introduces doctoral students to qualitative research in education. Offers students an opportunity to explore the theoretical and philosophical foundations of qualitative inquiry while applying these principles to a research project. Students conduct a research study in which they learn the tools of ethnographic data collection and then analyze these data for the final paper. Course readings and class discussion facilitate students’ understanding of the interpretivist paradigm. Prerequisites: [ED 506] Restrictions: Doctoral students only, or by permission of instructor Frequency: Every spring and summer B Instructors: Allen, Ares, Larson, O'Connor, Waterman |
| ED 520 | Program Evaluation Introduces students to the various approaches for evaluating educational and community programs. Program evaluation helps decision makers work with data to assess community needs, launch a new program, follow the progress of an existing program, and summarize program outcomes. Students will complete a proposal for a program evaluation by the end of this course. Prerequisites: [ED 506 for doctoral students, ED 406 or equivalent for other students, ED 504 and ED 507 recommended] Restrictions: Doctoral students or students in program evaluation certification, or by permission of instructor Frequency: Every fall and summer A Instructors: Kohn |
| ED 521 | Advanced Program Evaluation Guides students through the data collection, analysis, and reporting stages of a program evaluation. Students should have access and permission from a school or agency to conduct a program evaluation and an approved proposal for the evaluation before registering for this course. Prerequisites: [ED 520] Restrictions: Doctoral students or students in program evaluation certification, or by permission of instructor Frequency: Every spring Instructors: Finnigan, Harris, Kiyama, Wall |
| ED 523 | Mixed Research Methods The strength of a mixed-method approach to educational and psychological research is in its "triangulation" of multiple sources of data. The method provides an opportunity to explore various strategies for combining qualitative and quantitative approaches. This course is designed to introduce doctoral students to the benefits and limitations of mixed methods research and includes: appropriate research problems for application of a mixed methodology, designs for data collection, and integration within the broader field of basic and applied social science research. Prerequisites: [ED 506, ED 504, ED 507] Restrictions: Doctoral students only, or by permission of instructor Frequency: Most odd falls (next offered fall 2009) Instructors: Finnigan, Swanson |
| ED 524 | Survey Design (1 credit) Covers a range of issues relating to survey design, including choosing the mode of data collection (e.g., phone, online, or mail), identifying the appropriate respondent, developing the questionnaire, and collecting data. Through discussion and experiential exercises, students will acquire practical knowledge and skills relating to survey design. Frequency: Every fall and summer A Instructors: Finnigan, Stewart |
| ED 525 | Interview and Focus Group Techniques (1 credit) Introduces the methods involved in conducting interviews and focus groups and in managing and interpreting the data they generate. Covers a range of issues from developing protocols and identifying participants to reporting results. Frequency: Every spring and summer A Instructors: Finnigan, Stewart |
| ED 527 | Advanced Qualitative Research Methods Builds on ED 507, Qualitative Research Methods, to provide a deeper examination of theory, method, and study design in qualitative research. Explores specific qualitative research methodologies as frameworks for understanding human activity. Students design a research project that is directly related to their dissertation topic. It is strongly recommended that students complete their comprehensive exams prior to this course. Prerequisites: [ED 506, ED 507] Restrictions: Doctoral students only Frequency: Most falls Instructors: Allen, Ares, Larson, O'Connor |
| ED 528 | Using Quantitative Data Analysis Software (1 credit) Introduces students to statistical analysis software. Through hands-on opportunities on the computer, students learn how to import and transform quantitative data sets. The course frequently focuses on SPSS software, allowing students the opportunity to modify data files, conduct basic statistical analysis, and create charts and graphs. Occasionally the course will focus on other software (see course title on the schedule for clarification). Open to students at all points in their academic programs. Course does not cover the concepts and mechanics taught in ED 504. Prerequisites: [ED 506 (or concurrently)] Restrictions: Students must take this course prior to enrolling in ED 504 (students with experience using the software package may contact the professor to apply for a waiver from this requirement) Frequency: Every fall and summer A Instructors: Che, Finnigan, Mukhopadhyay |
| ED 529 | Using Qualitative Data Analysis Software (1 credit) Introduces students to qualitative analysis software. Through hands-on opportunities on the computer, students learn how to import and code qualitative data (e.g., interview transcripts, speeches, etc.). The course frequently focuses on N8 software packages, allowing students the opportunity to code text thematically, conduct basic qualitative analysis, and create coded reports. Occasionally the course will focus on other software (see course title on the schedule for clarification). This course is open to doctoral students at all points in their academic programs. Prerequisites: [ED 506] Frequency: Occasionally Instructors: Stewart |
| EDE530 | Doctoral seminar: Grounded Theory in Qualitative Research Prerequisites: [ED 507] Restrictions: Doctoral students only Frequency: Occ. Summer A Instructors: Guiffrida |
| ED 531 | Case Study Design and Analysis (1 credit) Introduces students to case study research design and prepares them to use case study methods in their own research. Provides students with the skills needed to analyze articles and books using case study methods and familiarizes them with research design issues, as well as data collection, analysis, and writing strategies. Prerequisites: [ED 506] Frequency: Occasionally Instructors: Borasi, Finnigan |
| ED 532 | Action Research Methods (1 credit) Provides a theoretical and practical base for students to design a research project in their own educational work setting. Prerequisites: [ED 506] Frequency: Every fall Instructors: Curry, Hursh, Mock |
| ED 533 | Research Strategies Series The Research Strategies series is for students interested in taking any three 1-credit mini-courses on specific research strategies (i.e., ED 525, ED 526, ED 528, ED 529, ED 531, ED 532), bundled as a 3-credit course instead. NOTE: Students registered for this course also need to register as “audit” to the mini-courses of their choice (for no fee). Prerequisites: [ED 506] Restrictions: Open to doctoral students only, or by permission of instructor Frequency: Each semester Instructors: Finnigan |
Independent Work | |
| ED 491 | Independent Study in Education -Master's Level (variable credits) This option is the one most commonly used by students who are interested in studying a particular topic through independent readings and other activities. The specific nature of the study and criteria for evaluation need to be articulated in writing within the first two weeks of the semester by using a specific Independent Study Form that requires the signature of the faculty member supervising the study, as well as the program chair and associate dean of graduate studies. Restrictions: Permission of instructor required Frequency: Each fall, spring, and summer |
| ED 492 | Field Study in Education - Master's Level (variable credits) This option can be used by all students (other than doctoral students) who are interested in engaging in a supervised project or field experience relevant to their program. Restrictions: Permission of instructor required Frequency: Each fall, spring, and summer |
| ED 493 | Master's Research (Master's Thesis, Master's Essay) (variable credits) Master’s students who are required to prepare a Master’s Essay, or have chosen to fulfill this requirement by preparing a Master’s Thesis, can enroll in this course. (Note: Students have the option to register for 0-6 credits) Restrictions: Permission of instructor required Frequency: Each fall, spring, and summer |
| ED 496 | Research Apprenticeship -- Master's Level (variable credits) This option should be used by master's students who are engaging in a research apprenticeship by participating in a scaffolded role in an existing research project directed by a Warner faculty member (with permission and under the supervision of that faculty member). Restrictions: Permission of instructor required Frequency: Each fall, spring, and summer |
| ED 591 | Independent Study in Education --Doctoral Level (variable credits) This option is the one most commonly used by doctoral students who are interested in studying a particular topic through independent readings and other activities. The specific nature of the study and criteria for evaluation need to be articulated in writing within the first two weeks of the semester by using a specific Independent Study Form that requires the signature of the faculty member supervising the study, as well as the program chair and associate dean of graduate studies. Restrictions: Doctoral students only; permission of instructor required Frequency: Each fall, spring, and summer |
| ED 592 | Field Study in Education -- Doctoral Level (variable credits) This option can be used by doctoral students who are interested in engaging in a supervised project or field experience relevant to their program. Restrictions: Doctoral students only; permission of instructor required Frequency: Each fall, spring, and summer |
| ED 593 | Ed.D. Research (Dissertation) (variable credits) Ed.D students working on their dissertation should register for this course. Please note: Registration in this course is limited to students who have filed for their doctoral comprehensive exam. Restrictions: Doctoral students only; permission of instructor required Frequency: Each fall, spring, and summer |
| ED 595 | Ph.D. Research (Dissertation) (variable credits) Ph.D. students working on their dissertation should register for this course. Please note registration in this course is limited to students who have filed for their doctoral comprehensive exam. Restrictions: Doctoral students only; permission of instructor required Frequency: Each fall, spring, and summer |
| ED 596 | Research Apprenticeship -- Doctoral Level (variable credits) This option should be used by doctoral students who are engaging in a research apprenticeship by participating in a scaffolded role in an existing research project directed by a Warner faculty member (with permission and under the supervision of that faculty member). The research apprenticeship is a requirement for all Ph.D. students, but is open to other Warner students as well. Restrictions: Doctoral students only; permission of instructor required Frequency: Each fall, spring, and summer |