A minimum of 72 total credits is required.
DEE 501 Foundations of Engineering Education
In this course, we will investigate the history, philosophy, and foundations of engineering and technology education within social, political, and economic contexts. We will examine the work of important works of historical and modern scholars, historians, philosophers, educators, and engineering education leaders to develop an understanding of the role, purpose, and status of contemporary engineering education settings, undergraduate programs, graduate studies, and research.
DEE 502: Equity and Inclusion in Engineering Education
In this seminar, you will learn to understand, identify and implement best practices in equity and inclusion within the engineering classroom. Although engineering has often been conceived of as a site of neutral instruction and learning, faculty engaged in teaching engineering can promote diversity, inclusion and equity through their language use, their classroom instruction, and their approach to curricular design. This course introduces students to strategies for building an inclusive classroom and challenges students to consider the role of engineering instruction in the retention of all students and in fostering underrepresented minority students’ abilities to thrive.
DEE 504: Introduction to Research in Engineering Education
An introduction to the research methods currently used in the field of engineering education. This course will consist of three parts - an introduction and review of quantitative methods, an introduction and review of qualitative methods, and a step-by-step process of putting together a research study or proposal. Together, we will examine key studies in engineering education and examine their research methodologies. Assignments are design for you to apply what we are learning in class and help you begin the process of designing a research study for a project, dissertation proposal, or funding proposal.
At least 2 courses with a minimum of 6 credits are required.
LAI 626 Advanced Qualitative Research Field Methods (3 credits)
This course is experiential, providing students the opportunity to conduct a qualitative study in education on a topic of their choice and to better understand the assumptions of theory, method, and analysis guiding their research choices. Students will propose and engage in one type of qualitative research, typically a microethnography, case study, grounded theory study, or phenomenological study. Because students will have taken at least one other course in qualitative research (course prerequisite), our purpose will be to use that knowledge in a practical, supported way.
CEP 522 / 523 Statistical Methods: Inference I & II (8 credits total)
CEP 522 Statistical Methods I (4 credits)
This applied statistics course is for graduate students who need to use statistical methods in their own research. It is the first part of the two-semester sequence CEP522-CEP523, although it is valuable as a stand-alone course as well. It includes theoretical concepts and applications of statistical methods. Statistical applications are emphasized through the use of hypothetical and real data sets, and through weekly computer labs in which students run the SPSS program and interpret the results. Students who complete this course will know how to choose an appropriate statistical procedure for many research questions, complete the statistical analysis, and interpret the results of the analysis.
CEP 523 Statistical Methods: Inference II (4 credits)
This course focuses on the applications of linear statistical models. Specifically, estimation and significance tests for a variety of linear models will be covered, including analysis of variance, multiple regression, and analysis of covariance. Students learn how to choose appropriate statistical models for a variety of research designs and how to implement the analyses using a computer package. Analysis and interpretation of simulated and actual data sets occurs both in lecture and in the one-hour-per-week computer laboratory.
ELP 593 / 594 Qualitative Research Methods I & II (6 credits total)
ELP 593 Qualitative Research Methods I (3 credits)
This is Part I of a two-part course that provides students with an introduction to qualitative research methods, particularly as applied to educational settings. In order to take ELP 593, you must be willing to sign up for ELP 594 in the Spring. The year-long course is aimed at the analysis and execution of various qualitative research strategies, including an understanding of their underlying assumptions and appropriateness for particular research questions. Much of the course is practical in nature in that students engage in original research studies. Ethnographic techniques provide the major focus of the course. We will additionally reflect upon the politics and methods of this popular form of research.
ELP 594 Qualitative Research Methods II (3 credits)
This is Part II of a two-part course that provides students with an introduction to qualitative research methods, particularly as applied to educational settings. The yearlong course is aimed at the analysis and execution of various qualitative research strategies, including understanding of their underlying assumptions and appropriateness for particular questions. Much of the course is practical in nature in that students engage in an original research project over the course of the year. Ethnographic techniques provide the major focus for the course. In semester II we will code, sort and analyze data collected during semester I and write up the results. Students must meet all requirements as outlined in the syllabus. Students are expected to 1) participate in class discussion based on assigned readings and ongoing work with respect to their own projects; 2) code, sort, analyze and write up the data collected during semester I, and 3) meet all paper and presentation requirements as outlined in the syllabus, including intellectual and practical participation in the GSE graduate student symposium. As part of this course, students will present their findings to the class in mock conference format and we will workshop all papers before final submission.
One of the following courses are required.
LAI 649 Learning Theories
This doctoral seminar is a survey of contemporary learning theories that are broadly relevant to education. How do people think? How do people learn? and What are the good ways to facilitate their learning? These are the questions that learning theories grapple with and answers to these questions inform and guide our instruction and research. Learning theories can be difficult, confusing, contradictory, or appear to be far removed from our daily work. But we all subscribe to certain learning theory(ies) explicitly or implicitly. The goals of this course are to help develop or deepen your knowledge of learning theories and research, and construct a personal “creative synthesis” integrating this broad base of knowledge. To help develop your knowledge in this area, the class will read and discuss seminal works of well-established (e.g., Behaviorism, Constructivism, Sociocultural theories etc) as well as emerging learning theories (e.g., Kahneman’s Two-System theory, Constructionism, Design-Based Research, Embodied and Multimodal Learning etc.). As a group, we will explore how these perspectives allow us to see and understand specific learning/education phenomena (and obscures others). At the same time, you will have the opportunity to explore theories of personal interest--including the perspectives focused on in the course and perhaps others.
The class is intended to support theory-focused dimensions of research activities (during planning, data collection, analysis & reporting)--so you are strongly encouraged to focus the activities of the course on their personal research goals. In this class, participants will: (a) collectively explore a variety of leading theoretical perspectives used in the learning sciences field, (b) develop expertise in a theoretical perspective (or two) of personal interest, and (c) leverage that expertise to develop a theory-related product (e.g., a conceptual framework for a study, an analytical/coding scheme for an empirical study).
ELP 585 Sociological Bases of Education
This course provides an introduction to the sociology of education. Specific topics include: conflict over the purposes of education; how those purposes are--or are not--translated into actual classroom life and practices; and how race/ethnicity, class and gender relations affect students' experiences. A key focus of the course is the mechanisms through which educational and socio-economic inequalities are produced on the ground of existing educational arrangements, policy and practice, as well as the amelioration of such inequalities so as to provide broader based opportunities for historically marginalized groups. As we engage these topics, we discuss the varying theoretical and methodological approaches used by scholars, as they conceptualize, conduct, and write up the results of their research. ELP 585 fulfills the Foundations requirement in TEI. Our program goals and learning outcomes are available online. This course is aligned with one of the specified learning outcomes, as follows: Demonstrate the knowledge and skills necessary to understand the social issues that impact education (formal and informal) on an national and international level.
CEP 560 The Psychology of Learning and Instruction
The study of educational psychology involves both theory and practice. Focusing upon applying the principles of psychology and research to the practice of teaching, the ultimate goal is the understanding and improvement of learning and instruction. This course will explore how students learn and how that learning varies as a function of the student’s context, culture, and development. With a focus on the effective application of psychological concepts and principles in the learning and instructional process, students will develop an understanding of the foundational and contemporary principles that define this field and explore the research in this area.
12 credits in any 5xx level course in the engineering sub-discipline of the student's undergraduate engineering degree.
Between 12-30 credits are required.
DEE 695 Doctoral Research in Engineering Education
In this tutorial course students individually engage in engineering education research under the supervision of a DEE graduate school faculty member.
DEE 698 Engineering Education Doctoral Project
In this tutorial course students individually conduct an engineering education project under the supervision of a DEE graduate school faculty member.
DEE 699 Engineering Education Dissertation
In this tutorial course students work with a DEE graduate school faculty member to conduct, analyze and disseminate engineering education research leading to the writing and defense of a doctoral dissertation.
At least one elective must be a DEE course.
DEE 500 Special Topics in Engineering Education
Courses offered as DEE 500 are either one-time special topics or first and second offerings of new courses prior to submission for course approval.
DEE 503: Practicum and Mentored Application of Engineering Education
This course is to provide students the opportunity to develop, receive feedback, and reflect on course/unit and assessment development in engineering education. Students will work with their DEE instructor and their peers to develop a course unit including instructional materials and assessment in the engineering discipline of their choice. Implementation is expected to take place as students engage with active instruction with a Faculty Mentor, who will give them the opportunity to implement some of their materials. This course also includes writing a teaching statement and discussion of relevant literature as appropriate.
DEE 510 Experiential Learning
Experiential learning is often cited as the most impactful form of education by students and practitioners but opportunities for this form of learning in the curriculum are limited. Typically student access to experiential learning is through co-curricular activities like student clubs, service projects, undergraduate research, and internships/co-ops. In this course we will explore fundamental ideas and theoretical foundations of experiential learning in engineering contexts toward answering the questions:
What constitutes “experiential learning”? How is it different from other forms of learning? How should experiential learning be facilitated in co-curricular settings? Assessed?
How might experiential learning be better integrated and facilitated in the curriculum? Barriers?
DEE 520 Computing Education
Introduction to current trends and practices in computing education research (CER). The course will cover history of CER, a brief overview of relevant learning theory and educational concepts, and focus on current topics in CER. Students will explore issues of broadening participation in computing, classroom techniques
for teaching computing (programming), computational thinking, and the application of educational psychology, learning science, and science education into the discipline. During the course, students will read articles from the current literature, present information, and participate in classroom discussion
DEE 540 Assessment Methods in Engineering Education
This course gives an overview of the theory and practice of assessment in higher education, particularly focused on current trends in Engineering Education. Students will become familiar with psychometrics and the principles of how to design, administer, score, and use the results of assessments within courses and throughout curricula. Students will be exposed to multiple types of assessment beyond the traditional pencil-and-paper examinations. During the course, students will read articles from the current literature, present information, and participate in classroom discussion.
DEE 599 Supervised Teaching for Engineering Education
Students will plan and teach engineering classes using evidence-based, best teaching practices. They will incorporate practices that promote inclusiveness and persistence as well as student learning. They will self-evaluate their teaching and describe how they would modify it in the future.
DEE 601 Scaling and Translating Engineering Education Research
Calls for engineering education reform have appeared regularly for decades. Nonetheless, subject matter and pedagogy have changed little during the same period. Similarly, changes in the ethnic, racial and gender demographics of those practicing engineering have been small, and they differ markedly from the general population. Calls for reform will be analyzed to identify the types of reform that have been most strongly advocated. The students in this course will examine common approaches for the scaling, translation and propagation of engineering education research innovations addressing such reform. The effectiveness of these approaches will be critically assessed for each type of reform and alternative means of scaling, translating and propagating will be identified and proposed.
DEE 697 Doctoral Independent Study in Engineering Education
In this tutorial course students individually conduct independent study under the supervision of a DEE graduate school faculty member who must approve the topic and scope of the study.
LAI 534 - Measurement and Evaluation of STEM Instruction
This course is designed to improve STEM educators' skills in assessing students on outcomes in the cognitive, affective and psychomotor (laboratory skill) domains. Course participants will learn how to assess STEM teaching and learning for diagnostic, formative and summative purposes. During the course, students will examine existing tests from various sources (e.g., New York State tests, NAEP, TIMSS, PISA etc.). A major focus is on the assessment of cognitive levels above the knowledge (Revised Bloom's Taxonomy) level. Course participants will develop various tests and conduct item and test analyses in order to improve STEM assessment and instruction. They will design a test grid (blueprint or table of specifications) for designing their own tests. Finally, students will learn how to develop an appropriate grading system.
LAI 547 - Measurement and Evaluation of Student Performance
This course is designed to provide opportunities to develop tests for assessing students¿ learning in a single subject class. Course participants will learn how to assess students¿ learning outcomes from formative and summative purposes. Moreover, students will acquire competence in planning and development of classroom assessments. This course will help student develop the understandings and skills needed to validly, reliably, and fairly assess student learning.
LAI 626 Advanced Qualitative Research Field Methods
This course is experiential, providing students the opportunity to conduct a qualitative study in education on a topic of their choice and to better understand the assumptions of theory, method, and analysis guiding
their research choices. Students will propose and engage in one type of qualitative research, typically a microethnography, case study, grounded theory study, or phenomenological study. Because students will have taken at least one other course in qualitative research (course prerequisite), our purpose will be to use that knowledge in a practical, supported way.
LAI 641 Survey of Educational Research Methods
This is a survey course that introduces various research methods and how they align with theory. The purpose of this course is to consider the continuum of epistemologies related to different research designs. Students will examine and reflect upon educational research using quantitative, qualitative, and mixed methods perspectives. Toward this end, students will study educational research by comparing research methods from varied paradigms.
LAI 649 Learning Theories
This doctoral seminar is a survey of contemporary learning theories that are broadly relevant to education. How do people think? How do people learn? and What are the good ways to facilitate their learning? These are the questions that learning theories grapple with and answers to these questions inform and guide our instruction and research. Learning theories can be difficult, confusing, contradictory, or appear to be far removed from our daily work. But we all subscribe to certain learning theory(ies) explicitly or implicitly.
The goals of this course are to help develop or deepen your knowledge of learning theories and research, and construct a personal “creative synthesis” integrating this broad base of knowledge. To help develop your knowledge in this area, the class will read and discuss seminal works of well-established (e.g., Behaviorism, Constructivism, Sociocultural theories etc) as well as emerging learning theories (e.g., Kahneman’s Two-System theory, Constructionism, Design-Based Research, Embodied and Multimodal Learning etc.). As a group, we will explore how these perspectives allow us to see and understand specific learning/education phenomena (and obscures others). At the same time, you will have the opportunity to explore theories of personal interest--including the perspectives focused on in the course and perhaps others.
The class is intended to support theory-focused dimensions of research activities (during planning, data collection, analysis & reporting)--so you are strongly encouraged to focus the activities of the course on their personal research goals. In this class, participants will: (a) collectively explore a variety of leading theoretical perspectives used in the learning sciences field, (b) develop expertise in a theoretical perspective (or two) of personal interest, and (c) leverage that expertise to develop a theory-related product (e.g., a conceptual framework for a study, an analytical/coding scheme for an empirical study).
LAI 657 Analysis of Quantitative Research in LAI I
A two-semester sequence for doctoral students in LAI or related areas; examination of eight research paradigms (experimental/quasi experimental, correlational description, evaluation and assessment, historical, research criticism, reviews of research and reading and reading theory) for purposes of (1) identifying and constructing significant research problems; and (2) comprehending, summarizing, evaluating, and synthesizing research published in reading, learning and instruction.
LAI 658 Analysis of Quantitative Research in LAI II
A two-semester sequence for doctoral students in LAI or related areas; examination of eight research paradigms (experimental/quasi experimental, correlational description, evaluation and assessment, historical, research criticism, reviews of research and reading and reading theory) for purposes of (1) identifying and constructing significant research problems; and (2) comprehending, summarizing, evaluating, and synthesizing research published in reading, learning and instruction.
CEP 510 Psychometric Theory in Ed
An introduction to basic concepts and methods of measurement as applied to education and psychology. Students are expected to learn the history, theory, and practice of educational and psychological measurement. The focus is on the theory and technology of measurement rather than on the use of particular instruments. Practical and statistical aspects of measurement are discussed and illustrated. Topics covered include reliability, validity, fairness, item analysis, selection/decision analysis, scaling and equating, and computer-based testing.
CEP 522 Statistical Methods: Inference I
This applied statistics course is for graduate students who need to use statistical methods in their own research. It is the first part of the two-semester sequence CEP522-CEP523, although it is valuable as a stand-alone course as well. It includes theoretical concepts and applications of statistical methods. Statistical applications are emphasized through the use of hypothetical and real data sets, and through weekly computer labs in which students run the SPSS program and interpret the results. Students who complete this course will know how to choose an appropriate statistical procedure for many research questions, complete the statistical analysis, and interpret the results of the analysis .
CEP 523 Statistical Methods: Inference II
This course focuses on the applications of linear statistical models. Specifically, estimation and significance tests for a variety of linear models will be covered, including analysis of variance, multiple regression, and analysis of covariance. Students learn how to choose appropriate statistical models for a variety of research designs and how to implement the analyses using a computer package. Analysis and interpretation of simulated and actual data sets occurs both in lecture and in the one-hour-per-week computer laboratory.
CEP 525 Multivariate Statistical Techniques
Problems involving multiple dependent variables: multivariate generalization of correlation, student's t-test, multiple regression analysis, and analysis of variance. Analysis of repeated-measures data. Uniquely multivariate methods, such as stepdown, canonical, and discriminant analyses. Students apply the methods to several data sets using standard statistical computer packages.
CEP 526 Linear Structural Models with Latent Variables
The course places emphasis on the application of structural equation modeling in practical social or educational settings. This advanced methodology course aims to acquaint students who are preparing for a major research project in social and/or educational fields with practical knowledge in the applications of structural equation modeling. Accordingly, the course is designed to promote students? conceptual knowledge and procedural skills required to prepare empirical data, design research projects, formulate research questions, build structural models, conduct analyses, and report research findings in practical settings.
CEP 528 Hierarchical Linear Modeling: Multilevel & Longitudinal Data Analysis
The course covers basic principles and applications of hierarchical linear modeling (HLM) for multilevel data analysis in educational, psychological and social research. A common feature of the data structure in this course is hierarchical in the observations are nested within units, which may be also nested in a hierarchy of more inclusive units. Note. Prerequisite for this course is familiarity with basic regression analysis and experience running statistical analysis on a computer.
CEP 529 Applied Regression Analysis
Use and interpretation of several widely used analysis procedures; assignments require computing and written interpretation of analysis of real data; techniques covered include multiple regression, path analysis, principal components analysis, discriminant analysis, and canonical correlation.
CEP 560 The Psychology of Learning and Instruction
The study of educational psychology involves both theory and practice. Focusing upon applying the principles of psychology and research to the practice of teaching, the ultimate goal is the understanding and improvement of learning and instruction. This course will explore how students learn and how that learning varies as a function of the student’s context, culture, and development. With a focus on the effective application of psychological concepts and principles in the learning and instructional process, students will develop an understanding of the foundational and contemporary principles that define this field and explore the research in this area.
CEP 564 Cognitive Psychology
Basic theoretical and empirical issues in cognitive psychology; emphasis on its application to education and counseling settings.
ELP 513 Cultural Diversity in Higher Ed
This course is the first in a series of courses designed to explore cultural diversity in educational settings. The cultural diversity series is intended to help students to develop an awareness and deeper understanding of cultural diversity issues. The series also challenges students to understand themselves, other people, and institutional structures in increasingly complex and dynamic ways. The first course, Cultural Diversity in Higher Education (ELP513), is designed for all students regardless of prior course work or training in cultural diversity issues. ELP513 will explore cultural diversity specifically in relation to gender, race, religion, sexual orientation, ableism, and social class. The course will use developmental and sociological concepts to analyze social identity formation, social group differences, inter- and intra-group differences and relations. Concurrently, this course will explore models for implementing successful diversity management initiatives.
ELP 514 Student Development
This course focuses on college student development theories and their application. Areas of focus include:
1) psychosocial, intellectual and ethical developmental theories, learning styles models, theories of cultural identity and college impact models; 2) using theory in practice, the application of assessment, goal setting, intervention strategies, environmental management, and evaluation in higher education settings. Issues such as changing sex roles, sexual identity, and needs of special student groups are also explored.
ELP 519 Case Study Research Methods
This course will provide a comprehensive overview of case study as a qualitative research methodology. Questions that we will consider in the course include: What is case study research? What are the different ways case study research is conceptualized? How do epistemology and theory shape the application of case study? Although we will spend some time in class discussing the various methods that might be used in case study research, the focus of the course will be on the methodology. Accordingly, some knowledge of qualitative research methods is assumed.
ELP 585 Sociological Bases for Education This course provides an introduction to the sociology of education. Specific topics include: conflict over the purposes of education; how those purposes are--or are not--translated into actual classroom life and practices; and how race/ethnicity, class and gender relations affect students' experiences. A key focus of the course is the mechanisms through which educational and socio-economic inequalities are produced on the ground of existing educational arrangements, policy and practice, as well as the amelioration of such inequalities so as to provide broader based opportunities for historically marginalized groups. As we engage these topics, we discuss the varying theoretical and methodological approaches used by scholars, as they conceptualize, conduct, and write up the results of their research. ELP 585 fulfills the Foundations requirement in TEI. Our program goals and learning outcomes are available online. This course is aligned with one of the specified learning outcomes, as follows: Demonstrate the knowledge and skills necessary to understand the social issues that impact education (formal and informal) on an national and international level.
ELP 593 Qualitative Research Methods I This is Part I of a two-part course that provides students with an introduction to qualitative research methods, particularly as applied to educational settings. In order to take ELP 593, you must be willing to sign up for ELP 594 in the Spring. The year-long course is aimed at the analysis and execution of various qualitative research strategies, including an understanding of their underlying assumptions and appropriateness for particular research questions. Much of the course is practical in nature in that students engage in original research studies. Ethnographic techniques provide the major focus of the course. We will additionally reflect upon the politics and methods of this popular form of research.
ELP 594 Qualitative Research Methods II This is Part II of a two-part course that provides students with an introduction to qualitative research methods, particularly as applied to educational settings. The yearlong course is aimed at the analysis and execution of various qualitative research strategies, including understanding of their underlying assumptions and appropriateness for particular questions. Much of the course is practical in nature in that students engage in an original research project over the course of the year. Ethnographic techniques provide the major focus for the course. In semester II we will code, sort and analyze data collected during semester I and write up the results. Students must meet all requirements as outlined in the syllabus. Students are expected to 1) participate in class discussion based on assigned readings and ongoing work with respect to their own projects; 2) code, sort, analyze and write up the data collected during semester I, and 3) meet all paper and presentation requirements as outlined in the syllabus, including intellectual and practical participation in the GSE graduate student symposium. As part of this course, students will present their findings to the class in mock conference format and we will workshop all papers before final submission.
