Discussion groups survey urban and suburban schools, process of learning in urban classrooms, effects of the present curriculum, and various innovative techniques applicable to urban schools.

Examines the history and philosophy as well as purposes and characteristics of mixed methods research, types of research problems addressed, major mixed methods designs, data collection, and analysis strategies.

The purpose of this course is to provide students some advanced training in both linear and non-linear regression analysis.

This is the first of a two semester course required of all entering students in the Master's program in higher education. It provides an overview of higher education in America and investigates the ways higher education is constructed, defined, managed, studied, and though about.

The purpose of this course is two-fold: (1) to provide a general understanding of selected past and current research regarding undergraduate students, and (2) to provide knowledge of and practical experience in the assessment of various aspects of undergraduate student life. One major goal of the course is for students to learn to analyze survey data and write a research paper based on survey data. The following topics will be studied: research, assessment, and evaluation; survey design; data collection and analysis; literature reviews; report writing; and writing for publication.

In this course, we examine inferential procedures that do not assume normality. Procedures are introduced that allow analysis in designs that involve more than two categorical variables or that involve repeated, unordered qualitative variables. Prerequisites: EDUC 555 and 656

Provides students with a solid foundation in educational and psychological testing and measurement skills.

This course will examine major theories of counseling by reviewing their historical contexts, views of human nature, key concepts, primary techniques, therapeutic processes, social and cultural contexts, and research on effectiveness. The theories will be applied through case studies, role play videos, and vignettes. Students are encouraged not only to explore major theoretical orientations, but also to explore their personal beliefs and values in an effort to develop their own understanding and/or approach to counseling.

Educational strategies for increasing SJE educators' self-knowledge. Focus on self-awareness of social group memberships and the impact of those identities upon social justice education leadership skills. Experiential approach to processes, concepts, and skills leading toward self-observation and development of effective responses to social justice education classrooms and teacher training, such as management conflict, recognizing and working effectively with resistance, and group-leader dynamics.

The goal of this course is to explore the multiple sociocultural factors that influence the success of students and ask fundamental questions about the relationship between higher education and society. Why do some students learn more and "get further ahead" than others? Why do some students get more involved in co-curricular activities than others? What factors shape how institutions are run and organized, who attends four-year vs. two-year institutions, and what curricular materials are taught?