- Master of Science: General Studies
- PhD in Educational Foundations and Research
- PhD Course Requirements
- PhD Admission Requirements
- Comprehensive Exams
- Current Student Bios
500. Foundations of Educational Thought. 3 credits. A problem-centered class dialogue on those philosophical, social, political and historical concepts of educational thought that have shaped the development of the learning experience.
501. Psychological Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A study of the learning process with secondary emphasis on how the learning process is affected by individual differences, growth and development, and personality. A background in undergraduate Educational Psychology is assumed. Both theories of learning and theories of instruction are considered.
502. Issues and Trends in Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. Examination of contemporary issues of education and some of the political, social, and historical foundations which influence their development.
503. Historical Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. An historical examination of the concepts of the meaning, nature, process, and purposes of education as evolved in different historical periods and social contexts with emphasis on the learners, ideas and changing institution.
504. Philosophical Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A study of the representative schools of thought which have structured major philosophies of education.
505. Social Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. The study of schools and education in social contexts such as community, polity, equity, race, class, gender and social reproduction.
506. Multicultural Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A review of the conceptual, historical, and theoretical aspects of multicultural education. A major goal will be to provide educators with processes for incorporating multicultural education into educational environments; to meet the needs of culturally diverse students and to increase the cultural awareness and sensitivity of all students. North Dakota/Native American issues are primary elements of this course.
507. Gender, Sexuality, and Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. A critical feminist analysis of the history, philosophy, theory, curriculum, and practice of education. The roles of educators, students, society, biology, and policy are considered in the schooling of females and males.
508. Anthropological Foundations of Education. 3 credits. Prerequisite: EFR 500 or permission of the instructor. Students will examine the convergence of anthropology and education through an analysis of education as cultural transmission and a review of enculturation and acculturation processes in traditional and modern societies.
509. Introduction to Educational Research. 3 credits. An introduction to the research methodologies used to study education. The course covers quantitative as well as qualitative types of research. The paradigms of both types of research will be contrasted and the application of the methodologies in actual research investigated.
510. Qualitative Research Methods. 3 credits. Qualitative Research Methods are naturalistic and contextual. The methodology derives from Anthropology and other social sciences and seeks to understand human behavior from the actors' perspective. Students are to learn the fundamental data collection methods: observation, participant-observation, and interviewing as well as data analysis through coding and categorizing.
511. Program Evaluation. 3 credits. An interdisciplinary course which studies the theoretical models of program evaluation as well as professional standards. Emphasis is on the analysis of models for implementation and application in various social and public policy fields, as well as education.
512. Educational Tests and Measurements. 3 credits. Prerequisite: EFR 515 or consent of the instructor. An introduction to psychological tests and measurements in educational settings and various research environments. The course covers basic concepts and principles in selection, construction, application and evaluation of educational/psychological tests and measurements.
513. Computer Applications in Educational Statistics. 3 credits. Prerequisite: EFR 515 (or concurrent) or consent of the instructor. A study of computer applications in educational statistics, usually involving relatively large data sets using SPSS and/or SAS.
514. Discourse Analysis. 3 credits. Discourse Analysis is a research methodology used to analyze naturally occurring language use, whether in writing or in speech. It draws from and is practiced in many social science and humanities disciplines related to the foundations of education, including linguistics, sociology, anthropology, communication, and cognitive and social psychology. This course will provide students with the building blocks of performing discourse analysis, including instruction in its philosophical foundations, its practices, and its applications.
515. Statistics I. 3 credits. An introduction to basic statistical methods, focusing primarily on descriptive statistics and inferential statistics up to and including two-way analysis of variance.
516. Statistics II. 3 credits. An in-depth study of inferential statistics with primary emphasis on analysis of variance models, multiple regression techniques, analysis of covariance and other higher-order statistical procedures.
517. Advanced Research Methodologies. 3 credits. Both qualitative and quantitative aspects of research are considered for a variety of topics, including ethics in research, use of data banks, Q-methodology, survey research, Bayesian concepts, critical theory, longitudinal research and research consultation. Comprehensive examinations in educational research are addressed. This is a capstone course in educational research. Previous or concurrent involvement in research is highly desirable. Available for doctoral level students only.
518. Multivariate Analysis. 3 credits. Multiple regression in generalized problem solving; discriminant analysis, factor analysis, multivariate analysis, canonical analysis, and multivariate analysis of covariance. Students are encouraged to analyze their own data including student-generated computer applications.
519. Research Seminar. 1 to 4 credits. Experimental Design---An in-depth treatment of analysis of variance designs including factoral designs, treatment by subjects designs, groups within treatment designs, latin squares, higher dimensional designs, mixed effect designs, analysis of covariance, and trend analysis. Emphasis is placed on underlying linear models. Other seminars are held on specific research topics, particularly research proposals. May be repeated.
520. Advanced Qualitative Research Methods. 3 credits. Prerequisite: EFR 510 or consent of the instructor. Advanced Qualitative Research Methods will engage students in more in-depth and complex theoretical and practical issues associated with the methodology. Students will conduct mini-research studies and examine qualitative studies conducted by others. Knowledge about IRB requirements will also be addressed.
521. Seminar in Foundations of Education. 1 to 4 credits. Advanced consideration of selected topics in Foundations of Education. May be repeated for credit with change of topic.
522. Mixed Methods Research. 3 credits. Mixed methods research is the practice of combining quantitative and qualitative analysis within a single study. Students will learn the history and conceptual underpinnings of this methodological practice, read exemplary empirical studies that use mixed methods, and explore the major mixed methods designs. To apply these understandings, students will conduct a mixed methods study on a topic of their own interests.
524. Needs Assessment. 3 credits. Needs assessment is a common evaluation method. This interdisciplinary course will study the concept of needs, as well as the processes and techniques of conducting needs assessment. A set of techniques for implementation and application of needs assessment in various community, educational, social work, public health, business or industry settings, and government and non-profit agencies will be reviewed.
525. International and Comparative Education. 3 credits. Prerequisite: EFR 500. An overview of the major issues, concepts, and methods of comparative and international education. Focuses on the development of the field, the uses of comparison, the impact of globalization, and policy and practice development around the world at all levels of education.
584. Internship in Educational Research. 1 to 8 credits. Prerequisites: Appropriate coursework in educational research and consent of advisor and department chair. Practical experience in the conduct of educational research, analyzing data, and writing reports. Available for doctoral level students only. May be repeated.
590. Special Topics in Education. 1 to 4 credits. Prerequisite: Consent of instructor or advisor. Exploration of special topics in the study of education not regularly included in available course offerings. May be repeated for different topics.
591. Readings in Education. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. Designed primarily for advanced graduate students. May be repeated for different topics.
592. Individual Research in Education. 1 to 4 credits. Prerequisites: Consent of advisor and instructor. May be repeated.