EIME Course Descriptions

Students admitted to the EIME program are expected to have previously acquired competencies equivalent to satisfactory completion of the following master's level courses:

  • Introduction to Research Methods in Education (CPSE 672 or IP&T 550)
  • Assessment of Learning Outcomes (IP&T 652)
  • Introduction to Statistical Inference (STATS 510)

In lieu of these courses students may provide evidence of their competency in one or more of these areas by describing experiences they have acquired or products they have developed, etc.  New students should consult with their program advisor to determine which of these requirements they have satisfactorily completed and which, if any, courses they still need to complete.

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All EIME PhD students will be expected to complete the EIME doctoral core courses listed below or equivalent courses approved by their doctoral advisory committee. EIME PhD students who have specialized course needs or objectives may substitute one 3-credit course for any of these core courses provided they have the consent of their doctoral advisory committee.

  • Philosophical and Psychological Foundations of Education (EIME 630)
  • IP&T 653 or CPSE 690R: Qualitative Methods
  • IP&T 745 or CPSE 7790R Statistics 2: Multiple Regression
  • Quasi-experimental Research Design (IP&T 674)
  • Measurement Theory (IP&T 752)
  • Program Evaluation in Education (IP&T 761)
  • Public Policy Analysis in Education (EDLF 650)

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With the advice and consent of their doctoral advisory committee, EIME doctoral students will be expected to enhance the depth and breadth of their inquiry expertise by completing a coherent set of at least four elective courses selected from the categories listed below. Unless directed otherwise by their doctoral advisory committee, EIME PhD students will be expected to complete at least one course in the Designs for Inquiry category plus at least one course in the Qualitative and Quantitative Methods category.

EIME doctoral students may enroll for directed individual study on a selected topic in any category in which they have already completed at least one course.

Designs for Inquiry (at least one course required in this area)

  • Design-Based Research in Education (EIME 720). Principles of formative experimentation in studying developing interventions in natural contexts. Challenges of selecting and integrating inquiry methods, resolving implementation problems, linking programmatic variables to theory, assessing effects, and drawing valid conclusions.
  • Single-Subject Research Design (CPSE 673). Use of applied behavior analysis in designing and conducting single-subject research in schools and other applied settings.
  • Survey Research Methods (EDLF 645)

Qualitative and Quantitative Methods (at least one course required in this area) 

  •  IP&T 747/CPSE 747: Structural Equation Modeling
  •  IP&T 730/CPSE 730: Multilevel Modeling
  •  CPSE 789: Meta Analysis

Educational Measurement and Evaluation

  • Item Response Theory (IP&T 754). Types of computerized measurement and assessment methods and item forms, as well as their development, delivery, and statistical theory.
  • IP&T 692R: Advanced Item Response Theory

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Each EIME PhD student is expected to choose a content area specialty from one of the four options listed below. EIME doctoral students are expected to complete at least four courses in their chosen area of focus, including one or two required courses depending on the specialty area selected.

The Preparation and Development of Educators

Required courses:

  • Theories of Learning and Teaching (TEd 611)
  • Teacher Learning, Development, and Mentoring (TEd 612)
  • Curriculum Theory, Design, and Assessment (TEd 613)

Elective courses (at least 6 additional credit hours selected from the following):

  • History of Teaching and Teacher Education (TEd 660). History of teaching as a cross-generational social and cultural activity; teacher education as a professional practice with present-day educational implications.
  • Classroom as Culture and Knowledge System (TEd 661). Classrooms as culture and knowledge systems and how those systems are created and sustained over time.
  • Best Practices in Teacher Education (TEd 665)
  • Ethics, Professional Roles, and Standards (CPSE 605)
  • Special Education Law, Regulations, and Policies (CPSE 611)
  • Ethics, Professional Conduct, and Legal Issues in Special Education (CPSE 618)
  • Foundations of Techer Education (TEd 610)

Language, Literacy, and Communication

Required courses (6 credit hours, including the following):

  • Foundations of Literacy (TEd 620). Historical and theoretical perspective of literacy-related issues and challenges. Implications for making well-informed decisions that benefit all students.

Elective courses (at least 6 additional credits selected from the following):

  • Content-Area Literacy Instruction (TEd 603). Content-area instructional strategies attuned to vocabulary, concept development demands, nature of content-area texts. Issues of negotiating and creating texts in content-area disciplines.
  • Literacy Development and Instruction (TEd 622). Emergent, early, and adolescent literacy development; ideas for constructing appropriate literacy learning environments, experiences, and instructional interventions for students pre-K–12.
  • Reading Comprehension Instruction (TEd 623). Current theories and models of reading comprehension.  Implications for comprehension instruction considering cultural, linguistic, and cognitive differences; curriculum; curriculum integration; motivational strategies.
  • Early Child Language Development and Intervention (ComD 630). Theories and practices in language treatment, emphasizing assessment and intervention for developmentally young children.
  • School-Age Language Disorders (ComD 679). Impact, assessment, and treatment of language impairment in children, emphasizing evaluation and intervention for school-aged children.

Learning and Instruction

Required course (6 credit hours, including the following):

  • Theories of Learning and Cognition (CPSE 622). Learning and cognitive development theories and their application to attitudinal and behavioral change.
  • Principles of Learning (IP&T 620). Improving classroom learning through understanding underlying psychological principles and theories.
  • Theories of Learning and Teaching (TEd 611)

Elective courses (at least 6 additional credit hours selected from the following):

  • Theories of Learning and Cognition (CPSE 622). Learning and cognitive development theories and their application to attitudinal and behavioral change.
  • Directed Individual Study (CPSE 693R).
  • Directed Individual Study (IP&T 693R).
  • Human Growth and Development (CPSE 649)
  • Instructional Design (IP&T 564). Identifying instructional problems; specifying objectives, instructional strategies, and media; analyzing learning outcomes; developing instructional materials and assessment instruments; validating instructional systems.
  • Advanced Topics (IP&T 692R).
  • Literature Review and Synthesis (IP&T 750)

Social-emotional Development and Intervention

Required course:

  • Human Growth and Development (CPSE 649). Psychoeducational aspects of developmental theory across the life span, including psychosocial, moral, ego, cognitive, faith, and identity. Developmental implications in the counseling process.

Elective courses: A minimum of 9 additional credit hours selected from the following:

  • Behavior Assessment and Intervention (CPSE 614). Functional assessment of behaviors using formal and informal behavioral observations.  Utilizing collected data to develop and monitor behavioral interventions.
  • Child and Adolescent Socialization (MFHD 660). Child and adolescent development in the context of social interaction, with particular emphasis on the family. Current theory and research evaluated.
  • Directed Individual Study (CPSE 693R).
  • Literature review and Synthesis (IP&T 750).
  • Crisis Intervention (CPSE 655).

Education Policy Analysis

Required course:

  • Education Policy and Politics (EdLF 750). Educational policy at the state and national levels emphasizing political theory, normative and empirical dimensions, and political factors that shape policy process, legislation, and practice.
  • Economics Issues in Educational Leadership (EDLF 780)

Elective courses (at least 6 hours selected from the following):

  • Economics of Education (EDLF 721)
  • Constitutional Law and Educational (EDLF 722)
  • Independent Study (EDLF 694R)

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EIME PhD students are expected to enroll in the weekly seminar (EIME 690R) in each fall and winter semester during their first two years in the doctoral program. Enrolled students earn 0.5 credits of seminar credit per semester.

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After completing their coursework, all EIME PhD students will be expected to participate in two 3-credit education doctorate internships or apprenticeships. Internship placements will be based on the interests of each student as well as the needs of the sponsoring agency. Applications must be submitted in writing and approved by both the students' graduate advisory committee and the EIME advisory council prior to beginning the experience.

  • Internship in Educational Research (EIME 781). Mentored applied experience working on educational research projects for a college, university, government agency, foundation, or private company.
  • Internship in Educational Measurement and Assessment (EIME 782). Mentored applied experience working for a company or government agency that develops tests or administers testing programs. Written reports required.
  • Internship in Educational Evaluation (EIME 783). Mentored applied experience working as an evaluator for a college, university, government agency, or private company that conducts evaluations for clients.
  • Internship in Educational Policy Analysis (EIME 784). Mentored applied experience working in policy analysis for a government agency, private company, or foundation.
  • University Teaching Apprenticeship (EIME 785). Mentored experience teaching a university course.
  • Design and Analysis Consulting Apprenticeship (EIME 786). Mentored applied experience working as a design and analysis consultant for a university.

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  • EIME 799R. Dissertation successfully completed and defended.

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