This course is intended for Master's degree students in the College of Education. Quantitative research designs, empirical methods of data collection and interpretation, and measurement issues in research are examined.
This beginning statistics course examines use and interpretation of statistics in educational and human services research, including descriptive and inferential techniques.
This course focuses on the study of correlation and multiple regression research designs and their application to educational and social science programs. Prerequisite: RMS 4910.
Conceptual and applied analyses of one-way through factorial nested analysis of variance designs and multivariate analysis of variance are presented. Prerequisite: RMS 4910.
Conceptual and applied analyses of common multivariate statistical techniques used in research in social sciences are presented as are assumptions and limitations of techniques and interpretation of results. Prerequisite: RMS 4911.
This course covers major applications of and issues related to covariance structure modeling, specifically confirmatory factor analysis and latent variable path modeling; types of research applications for which covariance structure modeling analyses are appropriate. Prerequisite: RMS 4911.
This course introduces models that extend multiple regression to analysis of nested data structures common in education and other social sciences. Application of those methods to various forms of multilevel data, including repeated measure (growth trajectory) data is emphasized. Prerequisite: RMS 4911.
This course covers advanced issues in longitudinal data analysis using structural equation modeling and hierarchical linear modeling with latent variables. It involves both conceptual development and practical implementation of longitudinal data analysis. This course is intended to be a hands-on approach to working with data and addressing research questions that can be best answered by longitudinal data. Prerequisite: RMS 4914
This course focuses on use of statistical software and other appropriate software programs in the analysis of quantitative data. Prerequisite: RMS 4910
Topics vary by quarter but may include log-linear analysis, factor analysis, or missing data analysis.
This course examines the meaning, characteristics, and processes of educational measurement and evaluation. Development and interpretation of both standardized and informal tests are considered.
This course examines major psychometric theories (e.g., classical, item response) as related to reliability, generalizability, validity, and item analysis methods. Prerequisite: RMS 4910.
Theory and methods for the educational and psychological measurement of latent variables using item response theory are covered in this course. Prerequisite: RMS 4921.
Topics vary, but include: large scale testing, computer applications of item response theory, affective measure construction, generalizability theory, additive conjoint measurement, and standing testing. Prerequisite: RMS 4921 or instructor permission.
This course provides in depth study of empirical research methods involved in experimental, quasi-experimental, correlational, and single-subject designs.
Survey techniques, needs assessment, item construction, sampling, maximizing response rates and data analysis; survey construction and data analysis are required. Prerequisite: RMS 4910.
This course examines meta analytic techniques in the social sciences. Included are discussions of review of critical data bases, coverage of all major methods of data collection and analysis, and coverage of how best to present meta analytic findings for publication. Prerequisite: RMS 4910.
Topics vary, but include minimization as an alternative to randomization, propensity score modeling as an alternative to experimental control, and analysis of data from single-subject designs. Prerequisite: RMS 4930.
This introductory course on epistemology and research Includes discussion of identification and development of problems for research; introduction to basic quantitative and qualitative methods of conducting research in social science settings, ethnographic, and criticism methods.
This course is designed to provide students with more in-depth understanding of naturalistic, qualitative research methods. It is assumed that students enrolling in this course have already completed an introductory research methods course in either education or another discipline. Purposes and questions posed in their course include: Why should a researcher choose to conduct a qualitative study? How are data collection strategies carried out in a qualitative research design? What are some of the ethical concerns that impact qualitative research?
In this intermediate level qualitative research course students learn about design, purposeful sampling, field work, observational approaches, and interviews, with special attention directed to the skills and competencies needed to gather and analyze high quality data. Prerequisite: RMS 4941 or instructor permission.
Review of assumptions of qualitative designs, types of qualitative approaches and current data-analysis techniques; computer software to analyze qualitative data.
Definition of action research, whether it improves classroom practice, methods of conducting, strengths and weaknesses; use to improve specific aspects of educational practice, to become more reflective practitioners.
This class introduces the emerging philosophical and methodological issues that arise when university faculty students collaborate on research with community-based organizations.Prerequisites: RMS 4942 and RMS 4946.
This course introduces exemplary qualitative studies and consideration of implications for education and the social sciences, and considers the types of questions asked by qualitative researchers and methods they use, particularly observation and interviewing. Students undertake their own qualitative study to consider application of theory, techniques, and practice to their dissertation research. Prerequisite: RMS 4942.
In this course students explore the ground upon which arts-based research is built and become acquainted with salient issues regarding this kind of research. We practice interviewing, observations and a few arts-based practices. Prerequisites: RMS 4942 and RMS 4946.
This seminar builds on the content of other qualitative research courses offered in the RMS program and meets the students where they are on their dissertation journey; thus learning opportunities are tailored to individual needs as far aspossible. Assignments focus on the issues pertinent to the design of dissertation proposals and writing, including ethical issues and IRB preparation, theoretical/conceptual framework, literature review, methodology, data collection and analysis strategies, and various forms of representation.
This course is designed as a fundamental exploration of mixed model and mixed method approaches. Students design mixed model and mixed method research studies with a particular emphasis on multi-site and longitudinal designs that are especially suited to educational issues. Students learn analysis approaches that incorporate previously learned quantitative and qualitative skills, and apply these in practice problem examples. Prerequisites: RMS 4910 and RMS 4941.
This course introduces ethical theory and a selection of current issues in research ethics.
This is a preparatory course emphasizing the manipulation and analysis of data in electronic form.
This course provides a focused overview of grant writing for educators. It examines the development of reference tools (paper, electronic, and online), websites, structuring, and writing funding requests, community collaboration and partnerships, project budgeting, management, evaluation, sustainability, and reporting activities.
Topics vary, but include single subject design issues, minimization as an alternative to randomization, advances in quasi-experimental design. Prerequisite: RMS 4930.
This course reviews theories of program evaluation and current trends in evaluation.
This course focuses on the practice of program development and evaluation in school, business, or community agency settings. Both qualitative and quantitative methods of program evaluation are discussed. Students have the opportunity to focus on evaluation of a specific program.
This course focuses on how student affairs administrators conduct student outcomes assessment, evaluate program development, and monitor program and division budgets.
Topics vary, but include advocacy and policy change, assessment in higher education, multi-level evaluation, cost effectiveness analysis, data visualization and reporting, assessment in distance education, and evaluation in the arts and culture. Prerequisite: RMS 4960.
This course provides a supervised experience in design and implementation of an empirical research or evaluation study. Organization of research proposals, completion of human subjects applications, collection, and analysis of data are emphasized. Students are expected to prepare a written report of their project which is suitable for professional presentation or publication.
Students provide community-based research assistance to a community partner (non-profit, school, community based organization, etc). Student researchers are supervised by DU faculty. This course is an excellent opportunity to match the student's research expertise with the real needs of community partners.
This course allows Masters students in RMS to study a topic area independently in conjunction with a cooperating faculty member.
This course is for Masters students in RMS whose program requires completion of a Master's thesis.
This course allows Ph.D. students in RMS to study a topic area independently in conjunction with a cooperating faculty member.
This course is for Ph.D. students in RMS who are engaged in completing their doctoral dissertation.