| Professors E.B. Howerton, Jr., I.C. Rotberg (Research), M.H. Futrell, R.O. Mueller, W.K. Cummings, E. El-Khawas Associate Professors C.B. Stapp, J. Gomez, Y. Nakib, S.A. McDade, R.A. Chernak, M.D. Corry, M. Kim, J.H. Williams, J. Wilson, V. Roach (Chair), L. Lemasters, R.R. Watkins, N.B. Milman, S.A. Dannels Assistant Professors M. DeSander, C.W. Graham, J. Choi, W. Molasso, T. Wright, S. Swayze, R.C. Jakeman, M.K. English, A.A. Tekleselassie, P. Ehrensal See the Graduate School of Education and Human Development for programs of study leading to the degrees of Master of Arts in Education and Human Development, Master of Education, Master of Arts in Teaching, Education Specialist, and Doctor of Education. Departmental prerequisite: A bachelor’s degree from an accredited college or university is prerequisite to all 200-level courses. With permission of the instructor, undergraduates in their senior year may enroll in 200-level courses. |
| 201 | International and Comparative Education (3) | Williams |
| | Theoretical foundations of comparative and international education; systematic investigation of the structure and practices of selected representative school systems in different parts of the world. Emphasis on development of methodologies for comparative study. |
| 202 | Regional Studies in International Education (3) | Cummings, Williams, and Staff |
| | In-depth study of education in a selected region of the world. Structures and issues facing education systems in social, political, economic, cultural, and historical context. Prospects of education for human national development. May be repeated for credit provided the region differs. |
| 203 | Programs and Policies in International Education (3) | Williams, Cummings, and Staff |
| | Overview of policies and programmatic responses to issues in international education. Topics include education and development, international higher education and student services, and education and marginalized people. May be repeated for credit provided the topic differs. |
| 204 | Strategies and Analysis in International Education (3) | Williams, Cummings, and Staff |
| | Strategies for improving education in international contexts. Topics include education and development, international higher education and student services, or education and marginalized people. May be repeated for credit provided the topic differs. |
| 205 | International Experiences (1 to 6) | Williams, Cummings, and Staff |
| | Study and research in a foreign country as part of a group program. Admission by permission of the instructor. |
| 206 | Capstone in International Education (3) | Williams, Cummings, and Staff |
| | Review of core topics in international education and completion of major supervised project or paper. Taken near the end of the master’s program in lieu of the Comprehensive Examination. |
| 207 | Telecommunications in Education (3) | Staff |
| | Telecommunication technology in education and training contexts. Students gain practical understanding of networks, wave transmission, fiber optics, satellites, and how these systems support various electronic devices. Prerequisite: Educ 180 or equivalent. (Summer) |
| 212 | Introduction to Measurement and Data Analysis (3) | Staff |
| | Overview of basic measurement concepts, educational and psychological testing, and descriptive data analysis (measures of shape, location, and dispersion; correlation). |
| 214 | History of American Education Reform (3) | El-Khawas and Staff |
| | An examination of how evolving social, economic, and political forces have propelled and opposed American education reform efforts throughout history. (Fall) |
| 220 | Experimental Course (arr.) | Staff |
| | Topic to be announced in the Schedule of Classes. May be repeated for credit provided the topic differs. |
| 221 | Internship: International Education (1 to 6) | Williams, Cummings |
| | Service in an international education institution or related individually designed program planned to enable the student to connect theory to practice. Admission by permission of instructor. (Fall and spring) |
| 222 | Museum Studies (3) | Stapp |
| | An overview of the museum as an environment for learning, considering the influence of institutional history and organizational structure on the museum’s mission of serving the public. Admission by permission of instructor. (Summer) |
| 223 | Museum Audiences (3) | Staff |
| | A survey of the museum’s diverse audience, emphasizing implications for effective programming, with attention to audience research. Admission by permission of instructor. (Fall) |
| 224 | Communication Skills (3) | Staff |
| | Theory of and practice in the development of communication skills in the museum. Educational concepts; teaching strategies and techniques; institutional liaison and group process. Admission by permission of instructor. (Summer) |
| 225 | Research in International Education (3) | Cummings, Williams |
| | Critical reading and practice in conducting research in international comparative education. May be repeated for credit. |
| 226 | Internship and Seminar in Museum Education (6) | Stapp |
| | Four-day-a-week placement in education departments in area museums supervised by GW faculty. On-campus seminar includes presentations by leading thinkers and practitioners. Admission by permission of instructor. (Spring) |
| 227 | Museum Evaluation: Exhibition and Programs (3) | Stapp and Staff |
| | Evaluation and research methods appropriate to the museum setting. Review of research on museum audiences; designing exhibition and program evaluations. Admission by permission of instructor. Same as MStd 227. (Spring and summer) |
| 228 | Selected Topics in International Education (3) | Williams, Cummings, and Staff |
| | Current trends, themes, and issues in international education. May be repeated for credit provided the topic differs. |
| 229 | History of Educational Technology (3) | Staff |
| | The development of educational technology and the changes in social values and educational philosophy that have shaped modern applications. (Fall and spring) |
| 230 | Managing Computer Applications (3) | Staff |
| | For managers and prospective managers in education and human services who are concerned with the automation of their operations. Basic principles needed to design, implement, and manage an information system. Admission by permission of instructor. (Spring and summer) |
| 231 | Educational Hardware Systems (3) | Milman |
| | Design and implementation of educational hardware systems, including computers and computer networks. |
| 232 | Applying Educational Media and Technology (3) | Corry |
| | Theory and practice of educational technology. Key characteristics of different media, principles of application, and issues concerning their appropriate use. |
| 233 | Supervised Experience in Education and Human Development Services (3 to 6) | Staff |
| | Admission by permission of instructor. (Fall and spring) |
| 234 | Computers in Education and Human Development (3) | Corry |
| | The research and practice surrounding the use of computers in educational and training settings. Students will acquire the practical knowledge necessary to the development and evaluation of computer-related curricula through projects and case studies. |
| 235 | Design and Implementation of Educational Software (3) | Corry |
| | Theory and practice of creating educational software; psychological basis of using software in learning; instructional programs; authoring tools; artificial intelligence applications; interactive media. Students design and evaluate an educational program. Prerequisite: Educ 232 or permission of instructor. |
| 236 | Critical Issues in Distance Education (3) | Staff |
| | Historical, conceptual, theoretical, and practical issues associated with distance education as a foundation for research and practice in the domain of distance education as well as adult learning, educational systems design, and school administration and policy. Prerequisite: Educ 180 or equivalent. |
| 237 | Instructional Needs Analysis (3) | Watkins |
| | An introduction to the role of instructional needs analysis and assessment. The design and development of instruction. Key elements of the instructional design cycle. Prerequisite: Educ 180 or equivalent. |
| 238 | Technology and Disabilities (3) | Staff |
| | Assistive technology as it impacts the lives of people with disabilities, including the performance of tasks related to employment, education, and activities of daily living. Prerequisite: Educ 180 or equivalent. |
| 239 | Learning Technologies and Organizations (3) | Staff |
| | The role of learning technology in organizations, learning in the workplace, and knowledge management in corporations, schools, and universities. Prerequisite: Educ 180 or equivalent. |
| 240 | Proposal Writing (3) | Staff |
| | The preparation of proposals for educational, business, and industrial applications, including those submitted for funding. Many styles and formats are illustrated. Each student will prepare a proposal in cooperation with an organization or agency. |
| 242 | Fundamentals of Educational Leadership and the Change Process (3) | Brown, Roach, DeSander |
| | Current leadership theory and systems behavior in the context of administrative practice in educational settings. Key elements of leadership and management. The impact of context, culture, power, politics, change, communications, and organizational learning on administration. (Fall) |
| 243 | Human Relations Diversity (3) | Staff |
| | Application of current theory and research findings in human relations to staff motivation, change, conflict management, and communication techniques for working with individuals and groups within organizations. (Summer) |
| 244 | Managing Multicultural Environments (3) | Staff |
| | Application of multicultural research in identifying key elements for managing diverse school environments, communicating with families, planning professional development activities, and increasing student learning. (Spring) |
| 246 | Administrative Issues in Education (3) | Roach, Ehrensal |
| | The impact of major social, political, economic, and education issues on the role of school leaders and the delivery and quality of programs and services. (Spring) |
| 248 | Supervision and Evaluation of Instruction (3) | Lemasters, English |
| | The roles and functions of educational leaders in the areas of curriculum, staff development, instructional supervision, and evaluation of personnel. Theory and practice to increase teacher effectiveness and improve student learning through supervisory strategies. (Fall) |
| 259 | Site-Based Leadership: K—12 (3) | Tekleselassie |
| | A general introduction to the principalship. Stresses leadership theory, roles, and management tasks in instruction, curriculum, budget, staff development, supervision, interagency services, student learning, and policy considerations. Site-based management and communication within a changing and diverse school environment. (Fall) |
| 260 | Supervision in the Elementary and Secondary School (3) | Staff |
| | For experienced teachers and administrators. Legal and policy basis for personnel evaluation and supervisory practices. Review of modern supervisory concepts, including practices in schools. Prerequisite: Educ 248. (Spring) |
| 261 | Developing Effective Training with Technology (3) | Staff |
| | Development of skills in planning and producing effective technology-rich training that meets institutional and organizational needs. |
| 262 | Computer Interface Design for Learning (3) | Corry |
| | Human-computer interaction, both in general and with emphasis on issues in education. General design aspects; theories, principles, and guidelines related to human-computer interaction. |
| 263 | Instructional Design (3) | Corry |
| | Designing, implementing, and evaluating instructional strategies for learners. Assessing needs, writing objectives, selecting curriculum/content, selecting and implementing methods and techniques, selecting appropriate devices and evaluating instruction. Prerequisite: Educ 180 or equivalent. |
| 264 | Advanced Instructional Design (3) | Watkins |
| | Development of a prototype instructional design project and documentation report requiring rapid design and development strategies. |
| 265 | Developing Multimedia Materials (3) | Milman |
| | The design, development, integration, and use of multimedia resources in education and training settings. Students examine and critique multimedia technologies, develop instructional materials, and create a unit or module that applies instructional design theory. |
| 266 | Developing Digital Professional Portfolios (3) | Milman |
| | Students create a digital professional portfolio, using advanced skills in the design, development, integration, and use of multimedia resources. |
| 267 | Master’s Internship in Higher Education Administration (3 to 6) | Staff |
| | Supervised practical experience in college student development programs. Admission by permission of instructor. (Fall, spring, and summer) |
| 268 | Leadership and Education (3) | El-Khawas, English, Roach |
| | A general introduction to issues of leadership applicable to education settings and to key features of educational organization, including schools, school systems, colleges and universities, and advocacy organizations. Leadership as a process and set of skills. The interaction between leadership styles and organizational contexts. |
| 271 | Education Policy (3) | Nakib, Roach, Futrell |
| | An introduction to the development, implementation, and assessment of education policies at national, state, and local levels. (Fall and spring) |
| 272 | Educational Planning (3) | Lemasters, Tekleselassie |
| | An examination of the planning movement in education: its historical development and the recent shift in premises, context, and expectations. Different approaches to the planning process; its role in research; and overview of main analytical techniques currently in use. |
| 273 | Foundations of College Student Development (3) | Staff |
| | College student development theories, practices, and problems, including historical overview and human development theories related to college students. |
| 274 | Group and Organizational Theories (3) | Staff |
| | Review of major organizational theories inside and outside higher education, including systems, institutional, cultural, cognitive, environmental, ecological, as well as power and influence. |
| 275 | School Finance (3) | Staff |
| | The financing of public elementary and secondary education in the United States; current revenue sources, distribution decisions, and trends in the fiscal operations of schools. Litigation, finance policies, and equitable investments of public monies. (Spring) |
| 276 | School—Community Relations (3) | Staff |
| | The purpose, scope, essential elements, and impact of a successful school—community relations program. Community power structures, the roles of policy and leadership, communication techniques for interacting with various audiences and the media, evaluation of public relations and marketing for educational institutions. (Fall) |
| 277 | Dynamics of Change (3) | Staff |
| | An analysis of the process of change, particularly as it relates to educational policy. Comparison of theories; analytical tools; historical precedents; examples of federal education policies. |
| 278 | School Law and Policy (3) | Ehrensal |
| | The legal basis of education and public schools in the United States. Constitutional provisions and federal statutes that guide school law. Legal factors that influence school policy. Consideration of practical school situations for legal implications, development of skills to research legal issues affecting schools, and preventive law measures. (Spring) |
| 279 | Practicum in Supervision (3 to 6) | Staff |
| | Practical experience in supervision of instruction. Admission by permission of instructor. (Fall and spring) |
| 280 | Internship in Supervision and Instructional Leadership (3 to 6) | Staff |
| | Service in a school situation directed by the University’s faculty and school systems; integration of theory and practice. |
| 281 | Program Evaluation: Theory and Practice (3) | Staff |
| | Introduction to the theory of social program evaluation, alternative evaluation models and methodologies, and the political and social contexts of evaluation. |
| 282 | Managing College Student Services Programs (3) | Staff |
| | An overview of student affairs administrative practices, including planning models, budgeting, policy development, program development, facility management, and team building. Admission by permission of instructor. (Fall) |
| 283 | History of Higher Education (3) | Staff |
| | History, philosophy, scope, purpose, present status, programs, and trends in higher education in the United States. (Fall) |
| 284 | Administration of Higher Education (3) | Staff |
| | Government, organization, and administration of colleges and universities; duties of trustees and administrators. (Spring) |
| 285 | Education and National Development (3) | Cummings |
| | In terms of the basic assumption that education contributes to national development, the course examines the role education plays in the process of national development in advanced industrial societies and societies moving to industrialism. |
| 286 | Interpretation in the Historic House Museum (3) | Stapp |
| | Seminar integrating advanced practices of museum education with current scholarship in architectural history, material culture, and social history. Extensive use of Washington museum resources. Admission by permission of instructor. Same as AmSt 286. (Fall) |
| 287 | Museums and Technology (3) | Staff |
| | Applications of technology that link the public with the museum: Internet exhibitions, interactive computer programs, video conferencing, the electronic classroom. Guest lectures, field trips, and group projects. Same as MStd 287. |
| 288 | Analysis of Education Policy Issues (3) | Rotberg, Nakib |
| | Covers a range of education policy options, assessing their advantages and disadvantages based on evidence, and drawing implications for policy formulation. A critical approach is applied to the assigned readings, questioning the sources of evidence, appropriateness of analysis, and validity of the findings. Prerequisite: Educ 271, 295. (Spring) |
| 290 | Leadership in Higher Education (3) | Staff |
| | Cognitive leadership theory as articulated in higher education: what leadership is, how it works, how it is practiced, how it is considered by scholars and practitioners, and how it is researched. Case studies. Prerequisite: Educ 283, 284. |
| 292 | Practicum in Educational Policy Program Evaluation (3 to 6) | Jackson and Staff |
| | Supervised practical experience in field placements. Admission by permission of instructor. Prerequisite: Educ 281. (Fall, spring, and summer) |
| 293—94 | Research and Independent Study (1 to 3) | Staff |
| | Individual research under guidance of a staff member. Program and conferences arranged with an instructor. (Academic year) |
| 295 | Introduction to Quantitative Research (3) | Staff |
| | Development of a conceptual understanding of research design and quantitative analysis options for the consumer of research. Appropriate use of vocabulary and interpretation of research findings. Critique of research articles and/or development of a small-scale proposal. Prerequisite: Educ 212 or equivalent. (Fall, spring, and summer) |
| 296 | Internship in Educational Technology Leadership (3) | Staff |
| | Students are assigned to a cooperating agency and work in consultation under the guidance of the course instructor. Admission by permission of instructor. |
| 297 | Educational Technology Leadership Master’s Project (1—6) | Staff |
| | Students design, develop, implement, and evaluate an individual project. Admission by permission of instructor. |
| 298 | Introduction to Educational Statistics (3) | Dannels, Graham, Choi, Mueller |
| | Fundamentals of descriptive statistics and hypothesis testing; introduction to inferential statistics and research design, distinguishing between nonexperimental, quasi-experimental, and true experimental designs. Designed for those with little preparation in quantitative methods or who are not prepared for Educ 302. |
| 299—300 | Thesis Research (3—3) | Staff |
| 301 | Advanced Study: Ideas, Issues, and Practices in Education (3) | Staff |
| | For precandidates for the Ed.D. Alternative means of responding to the complexities of the educational process. Topics vary but concern education as an individual process and as sociocultural preservation and renewal. May be repeated for credit. (Fall and spring) |
| 302 | Group Comparison Designs and Analyses (3) | Dannels, Graham, Choi, Mueller |
| | Designs and analyses to assess differences for more than two groups when compared on one dependent variable. Fixed, random, and mixed effects ANOVA and ANCOVA models and multiple comparison tests. Nonparametric tests. Prerequisite: Educ 298 or equivalent. |
| 307 | Qualitative Research Methods (3) | Dannels, Graham, Wright |
| | A general introduction to several major qualitative research traditions (e.g., biography, grounded theory, ethnography, phenomenology, and case study). Application of qualitative research design and procedures, including preliminary data collection, analysis, and writing. |
| 310 | Educational Measurement (3) | Choi |
| | Classical and modern measurement theory, item response theory, and factor analysis. Educational and psychological instrument development and validation. Interpretation of scale scores and assessment of instrument adequacy. Prerequisite: Educ 302. |
| 312 | Predictive Designs and Analyses (3) | Mueller |
| | Techniques used to assess how independent variables are related to one dependent variable. Simple regression, multiple linear regression, and logistic regression. Appropriate research questions, data interpretation, and design. Prerequisite: Educ 302. |
| 314 | Multivariate Analysis (3) | Mueller, Choi |
| | Techniques for assessment of relationships among multiple independent variables and dependent variables. Multivariate analysis of variance (MANOVA), multivariate analysis of covariance (MANCOVA), discriminant analysis, and exploratory factor analysis. Prerequisite: Educ 312. |
| 316 | Structural Equation Modeling (3) | Mueller |
| | Multivariate techniques used for assessment of structural (causal) relations among latent (unobserved) variables with multiple observed indicators: observed and latent variable path analysis and confirmatory factor analysis. Latent means analysis and latent growth modeling. Prerequisite: Educ 312. |
| 320 | The Politics of Education (3) | El-Khawas |
| | Examination of the contextual factors (political, economic, and historical) and the nature of political decision making on education issues, primarily at the state and local level. Prerequisite: Educ 271. (Spring) |
| 321 | Economics of Education (3) | Nakib |
| | Economic analysis as it pertains to educational systems and their impact on economic growth. Economic aspects of the conduct and evaluation of policy. Economic principles and theories applied to education problems such as productivity and cost analyses. Prerequisite: Educ 271 and 302. (Spring) |
| 322 | Education Policy Implementation (3) | Nakib |
| | The evolution and implementation of education policies. Policy implementation at various levels and types of educational systems. Policy is analyzed as a process and as it interacts with organizational, social, economic, and political factors and movements that can hinder or enhance its implementation. Prerequisite: Educ 271 or equivalent. (Fall) |
| 323 | Policies of Education Equity (3) | Nakib |
| | Analysis of the development, implementation, and evaluation of education equity policies, with consideration of their context, formulation, and application. Prerequisite: Educ 271. |
| 324 | Ethnographic Research Methods (3) | Wright |
| | Techniques used to examine systematically the contemporary daily life of a given group in its natural setting, focusing on culture—the recurring patterns of thought and social relations. Issues of research design and data collection and analysis. Prerequisite: Educ 307. |
| 326 | Phenomenological Research Methods (3) | Wright |
| | Techniques used to elicit and recognize perceptions, interpretations, motives, expectations, and imaginations. The framing of appropriate research questions, data collection and analysis, and the statement of conclusions. Prerequisite: Educ 307. |
| 328 | Discourse Analysis (3) | Staff |
| | Techniques used to examine verbal and nonverbal communication to understand identity, beliefs, intentions, relationships, and culture. The framing of appropriate research questions; data collection and analysis. Prerequisite: Educ 307. |
| 329 | Seminar in Program Evaluation (3) | Staff |
| | Contemporary problems and issues in evaluation of social programs: design, implementation, analysis, and utilization. Prerequisite: Educ 281. |
| 330 | Survey Research Methods (3) | Dannels |
| | Techniques used to collect an array of information from a large number of people through structured interviews and mailed, e-mailed, or web-based questionnaires. Defining the research question and design; sampling, survey development, data collection procedures, pretesting, and data handling. Prerequisite: Educ 302, 307. |
| 331 | Personnel Administration (3) | Staff |
| | Human resource management: planning, recruitment, selection, placement and induction, staff development, rewards, and negotiations. Issues and legislation that influence personnel functions and policy; communication skills for human resource leadership. (Fall) |
| 332 | Case Study Research Methods (3) | Swayze |
| | Techniques used to examine one or a few complex cases, collecting data from several types of sources and usually by several methods. The course will cover design, data collection, and data analysis/integration. Prerequisite: Educ 307. |
| 334 | Doctoral Internship in Educational Policy (3 to 6) | Staff |
| | Supervised internship in education or human services settings for advanced doctoral students. (Fall, spring, and summer) |
| 337 | Critical Review of Educational Leadership Literature (3) | Lemasters, Roach |
| | The techniques, tools, and presentation of critical reviews and syntheses of educational literature used to inform forthcoming research. Systematic mapping of what is known and deriving research questions, conceptual frameworks, and applicable methods. Prerequisite: an approved dissertation topic or permission of instructor. |
| 340 | Methods of Policy Analysis in Education (3) | Futrell, Rotberg |
| | Methods of analysis used in the study of educational policy issues. Case studies on a range of policy issues and trends, including testing and accountability, school finance, school choice, and the federal role. Prerequisite: Educ 271, 295. (Fall) |
| 345 | Advanced Studies in Educational Policy Analysis (3) | Rotberg |
| | The process by which federal policy is made and implemented by states and school districts. Case studies. Assumptions and objectives; criteria for assessing effectiveness; and federal, state, and local roles. Prerequisite: Educ 271. (Spring) |
| 353 | Seminar: Higher Education Administration (3) | Staff |
| 354 | Seminar: Administration and Supervision (arr.) | Ehrensal |
| 355 | Seminar: Applied Educational Administration (3 to 6) | Lemasters |
| | Application of the theories and principles of administration to public and private schools. Field experience in a phase of administration and supervision. Admission by permission of instructor. |
| 369 | School Business Management (3) | Staff |
| | Management and control of the business functions of school districts. Assessing, planning, developing, and presenting educational budgets; the legal contexts affecting school business management. Risk management and school-site budgeting. (Fall) |
| 370 | Higher Education Policy (3) | El-Khawas and Staff |
| | Assessment of policies that impact higher education, including the relationship of K—12 policy to higher education. Policy networks and mechanisms of policymaking. Policy development and assessment. (Spring) |
| 372 | Doctoral Internship in Higher Education Administration (3 to 6) | Staff |
| | Service in a higher education situation directed by the University and the cooperating institution to integrate theory and practice. Admission by permission of instructor. (Fall, spring, and summer) |
| 373 | The Community/Junior College (3) | Staff |
| | The two-year college as it relates to secondary education, four-year colleges, and universities. Objectives, curricula, students, faculty, legal concerns, and special problems of two-year colleges. |
| 374 | Current Issues in Higher Education (3) | Staff |
| | Prerequisite: Educ 283, 284. (Summer) |
| 378 | Financing Higher Education (3) | Staff |
| | Analysis of private, state, federal, and other revenue sources; strategic planning, program budgets, and financial methods and practices. (Fall) |
| 379 | Administration and Governance of Two-Year Colleges (3) | Staff |
| | A study of the community/junior college, focusing on administrative and governance patterns and national, regional, state, and local influences, as well as the theory and structure of two-year college organization. |
| 380 | Legal Problems in Higher Education (3) | Staff |
| | Investigation of legal problems in higher education related to the legal structure of higher education, religious concerns, students, faculty, and academic programs. (Summer) |
| 381 | College and University Curriculum (3) | Staff |
| | Development, patterns, creative design, issues, problems, evaluation, and trends in the higher education curriculum. (Summer) |
| 384 | College and University Governance (3) | Staff |
| | Organizational and administrative structures, patterns, and relationships in higher education. Prerequisite: Educ 284. |
| 385 | Problems and Practices in Educational Administrative Organization (3 to 6) | Brown |
| | Application of principles and practices concerned with change and evaluation of educational administration. |
| 387 | Internship: Administration (3 to 6) | Howerton, Lemasters |
| | Service in an educational institution or education-related program directed by the University’s faculty. |
| 388 | Case Studies in Higher Education Administration (3) | Staff |
| | An analysis of case studies related to administrative functions in colleges and universities. |
| 390 | Pre-Dissertation Seminar (3 to 6) | Staff |
| | Required of all departmental Ed.D. degree candidates. Approval of the dissertation research proposal by the dissertation committee is necessary for successful completion of the seminar. Admission by permission of instructor. |
| 391 | Dissertation Research (3 or 6) | Staff |
| | Prerequisite: Educ 390. |
