We focus on problems of practice (POP) through systematic qualitative inquiry, specifically focusing on qualitative processes, questions, and strategies to conduce meaningful inquiry in educational systems. Specifically, the focus is on identifying a qualitative question to address POP and the creation of a qualitative design to address the POP. Co-requisite of EDLF 8384 Lab of practice.

This Lab of Practice complements qualitative fieldwork methods in educational settings focusing specifically on observations, interviews, artifacts, and beginning data reduction and analysis that are the focus of EDLF 8383: Qualitative Inquiry. The Lab is an opportunity to engage in fieldwork on a very small scale allowing for practicing the major qualitative methods for generating qualitative data.

Focus is given to Problems of Practice (POPs) through systematic quantitative inquiry, specifically focusing on survey processes, questions and strategies used to conduct meaningful inquiry in educational settings. The course begins with the process for survey development followed by basic statistical processes and procedures for organizing and analyzing data from surveys. A co-requisite for the class is EDLF 8386: Survey Lab of Practice.

This Lab of Practice complements EDLF 8385: Survey Inquiry. The Lab provides a structured opportunity to engage in survey work on a very small scale allowing for practicing the main ideas focused on in EDLF 8385: Survey Inquiry.

The intersection of evaluation theory and practice is focused on with an emphasis on the design of thoughtful, ethical evaluation inquiry about problems of practice (POPs) associated with educational programs. The course focuses specifically on developing the knowledge, skills, and understandings regarding evaluation and the collection of information to make judgments about an education initiative or program.

Advanced course in methods and practices of qualitative research. Students determine their own philosophy of inquiry and become increasingly proficient in the application of qualitative methods. Assumes an introductory course in qualitative methods. Focuses on research design and proposal development, data collection and analysis techniques, and presentation of findings. The course is field-based and guides students through the complete qualitative research cycle.

Why is there so much inequality in college entry and completion? How can higher education provide opportunity while sorting, selecting, and certifying students? What is the relationship between higher education and economic prosperity? By addressing these, and related questions, we will examine the complex interplay between inequality and opportunity and the relationship between higher education and the society at large.

This course addresses the organization of and governance and decision-making in postsecondary institutions. Through the application of theoretical frameworks based in a variety of social theories, it focuses on the impact of politics, culture, and policy on the organization and governance of higher education.

Applies political and social theories to politics, policy and power in K-16 education. Concepts: role of the State, pluralism, rational choice, mobilization of bias, public goods, interest groups and social movements. Key issues: access and success, equity, school choice, stratification, governance, and reform. Goal is to enable students to conduct research using political theory and policy frameworks in educational settings.

This course is designed to develop aspiring leaders' understanding of educational policy, the politics of education, and advocacy in education. Course readings and activities facilitate the ability to identify problems and unpack issues with implications for educational politics, policy and advocacy; gather and analyze data; identifying where and how to act to influence decisions through direct advocacy or action; and reflect upon this work.