printer friendly pageEDUC 326: Advanced Regression Analysis (SOC 384)
Social science researchers often deal with complex data and research questions that traditional statistics models like linear regression cannot adequately address. This course offers the opportunity to understand and apply two widely used types of advanced regression analysis that allow the examination of 1) multilevel data structures (multilevel models) and 2) multivariate research questions (structural equation models).
Terms: Spr
| Units: 3-5
Instructors:
Smith, S. (PI)
;
Bhat, K. (TA)
EDUC 339: Advanced Topics in Quantitative Policy Analysis
For doctoral students. How to develop a researchable question and research design, identify data sources, construct conceptual frameworks, and interpret empirical results. Presentation by student participants and scholars in the field. May be repeated for credit.
Terms: Aut, Win, Spr
| Units: 1-2
| Repeatable
for credit
EDUC 343D: Preparing for the Faculty Job Search
"Preparing for the Faculty Job Search" is a weekly seminar course. The goals of the course are to increase students' knowledge of the faculty job search. We will work on both written and oral parts of your job search preparation, including CVs, cover letters, research and teaching statements, and the job talk. Experts from across Stanford will present. The course is restricted to participants in the DARE Doctoral Fellowship Program.
Terms: Spr
| Units: 1
Instructors:
Golde, C. (PI)
EDUC 343E: Research, Action, and Impact through Strategic Engagement
This is the core course for the Research, Action, and Impact through Strategic Engagement Doctoral Fellowship Program. Students in this course will learn how to identify and build collaborations with community partners. By the end of the course, students will complete a blueprint for a community engaged project and partnership agreement with an community organization.
Terms: Aut, Win, Spr
| Units: 1-3
Instructors:
Tien, J. (PI)
EDUC 346: Research Seminar in Higher Education
This seminar introduces and elaborates a "pathways" heuristic for studying and improving progress through higher education. Provides an overview of novel computational tools for modeling academic progress; classic and contemporary theoretical insights for theorizing progress; and research nationally and internationally that partakes of the pathways imagery. Students are encouraged to design and/or pursue their own research in seminar, with critical peer review among their colleagues.
Terms: Spr
| Units: 3-5
Instructors:
Stevens, M. (PI)
EDUC 352C: Advanced Partnership Research
Partnership research requires a dynamic skill set involving negotiations, collaboration and communication as well as knowledge of the context you are working in and the dilemmas practice partners face in their day-to-day work. In this course, students will work with faculty, peers, and practice partners to learn how to navigate the challenging waters of partnership research and examine challenges in their own partnership research.
Terms: Spr
| Units: 1-2
Instructors:
Padilla, A. (PI)
;
Wentworth, L. (PI)
EDUC 355: Higher Education and Society
We examine unprecedented scrutiny and critiques of US colleges and universities. How have expectations changed? How have campus leaders and faculty responded? Who is served, what is taught, what research is prioritized, and what public impact is envisioned-contributing to democracy via access, education for citizenship and employment, producing reliable knowledge, serving as a community partner. Sources are readings, group work, and speakers. The seminar is designed for graduate students across the university. Undergraduates and postdocs need the instructor's permission.
Terms: Spr
| Units: 2-3
Instructors:
Gumport, P. (PI)
EDUC 359B: Research in Science, Engineering, and Technology Education: Mental Models and Conceptual Change
A reading-intensive seminar on rotating topics of relevance for students in the Curriculum and Teacher Education Science, Engineering, and Technology subplan and others interested in these topics as they relate to K-12 education. Seminal and historical ideas and theories as well as current debates, methods, and research initiatives will be introduced. Each term, students will produce some final deliverable, such as a research paper or pilot research study, as specified by the current course instructor.
Terms: Spr
| Units: 2-3
| Repeatable
5 times
(up to 15 units total)
Instructors:
Lee, V. (PI)
EDUC 361: Workshop: Networks and Organizations (SOC 361W)
For students doing advanced research. Group comments and criticism on dissertation projects at any phase of completion, including data problems, empirical and theoretical challenges, presentation refinement, and job market presentations. Collaboration, debate, and shaping research ideas. Prerequisite: courses in organizational theory or social network analysis.
Terms: Aut, Win, Spr
| Units: 1-3
| Repeatable
for credit
Instructors:
Powell, W. (PI)
EDUC 371: Social Psychology and Social Change (PSYCH 265)
The course is intended as an exploration of the major ideas, theories, and findings of social psychology and their applied status. Special attention will be given to historical issues, classic experiments, and seminal theories, and their implications for topics relevant to education. Contemporary research will also be discussed. Advanced undergraduates and graduate students from other disciplines are welcome, but priority for enrollment will be given to graduate students. In order to foster a vibrant, discussion-based class, enrollment will be capped at 20 students. Interested students should enroll in the class through simple enroll or axess. There will be an application process on the first day of class if there is overwhelming interest.
Terms: Spr
| Units: 2-3
Instructors:
Cohen, G. (PI)
;
Juarez, S. (TA)
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