Research Methodology
Doctor of Philosophy Degree in Education and Human Resource Studies
Research Methodology is a specialization within the Ph.D. Program in Education and Human Resource Studies. This specialization prepares highly qualified students to be research methodologists. Program graduates will be able to work successfully in colleges and universities, research organizations, and government agencies. A goal of the Research Methodology specialization is to provide students with a variety of perspectives and practice in the conceptulization and design of research, data analysis and interpretation, and the application of methodological techniques in the context of educational research.
The specialization is flexible and allows students to explore and master methods of educational research design and data analysis from multiple perspectives. Students are encouraged to take courses in related fields as psychology, sociology, mathematics, statistics, human development, higher education, and business.
The research methodology faculty specialize in quantitative-statistical and/or qualitative-interpretive methods of educational and social science research. Multiple-methods approaches are emphasized to more effectively deal with the complexity of educational research. The faculty, are interested in multiple ways one acquires knowledge about educational problems, development of critical reflection about research, and the most effective ways to present research in writing.
Program Objectives
- To provide comprehensive, progressive, and in-depth curricula-combining theory and practice in educational research.
- To help students build a comprehensive set of talents in research methods to become leaders in disciplined inquiry in education.
- To help students develop and sustain the knowledge, skills, and dispositions to design, conduct, and analyze research.
- To provide students with the preparation needed to lead and teach in postsecondary institutions, educational research organizations, and other settings.
- To conduct research that will expand the knowledge base in their field of study.
- To prepare policy analysts in education and related leadership positions with the differential skills necessary to produce and evaluate varied evidence needed to prevent and solve practical problems in educational policy.
Required Semester Credits
Ninety semester credits of course work beyond the bachelor's degree are required. This includes 45-48 credits of research methods (15 credits of core research methods courses and 30-33 additional research methods credits). In addition, a dissertation of at least 12-15 credits is required. A maximum of 30 credits from the master's degree plus a maximum of 10 additional relevant credits taken after completion of the master's degree may be transferred into the program.
Prerequisite Course Requirements
Each student should have completed course work or demonstrated competence in research methods, statistics (within the last two years), and the other areas listed under prerequisites. If the graduate committee determines insufficient background in any of these areas, the committee may prescribe additional course work. Courses taken to meet these prerequisite requirements cannot be used to meet program requirements.
Program of Study (90 Credits)
An individualized program of study is developed cooperatively by the student, adviser, and the graduate committee. The student's background, experience, and professional goals are considered when developing the program of study.
The Research Methodology (RM) specialization requires that students earn a minimum of six credits in graduate-level research methods courses taken outside the School of Education. The purpose of this requirement is to enhance the RM program of study in an area of methodological specialization. Courses taken to fulfill this requirement may be offered at Colorado State University and at other institutions that participate in the Colorado Exchange Program (i.e., the Colorado School of Mines, the University of Northern Colorado, and the University of Colorado). A list of graduate research courses is offered here to provide a number of examples of coursework opportunities at Colorado State University that might satisfy the requirement. This list is not exhaustive, and it is expected that students will select courses in consultation with an adviser.
Prerequisites
Required Research Methods Core (15 Credits)
Supporting Courses (30 Credits Minimum)
Dissertation (15 Credits Minimum)
or
Faculty Expertise and Research Interests
In addition to their commitment to the Research Methodology specialization, the faculty listed here serve as methodologists on graduate committees in the School of Education
- James Banning
I teach in the qualitative research area, including Introducation to Qualitative Research, Qualitative Data Analysis, Narrative Analysis and Ehnography. My research interests focus on the use of visual research methods in school and campus enviornments. As an environmental psychologist, I am particulary interested in the role of the physical enviornment in understanding educational settings.
- Laurie Carlson
I have taught general design in Introducation to Educational Research and doctoral level research classes in quantitative design (EDRM 700) and proposal development. I also teach measurement basics in the master's level testing and assessment class. My research interests include applied research in public schools related to school climate, culture, and student achievement.
- Brian Cobb
My interests in research synthesis are drawn from completing a $1.9 million, U.S. Department of Education, evidence-based research synthesis grant and service as Co-Chair of the Educationa Coordinating Group for the Campbell Collaboration, an international professional society dedicated to conducting and disseminating results of systematic reviews (meta-analyses) of educational interventions worldwide. I am currently Campus Research Coordinator on a $10 million NSF "Centers for Learning and Teaching" grant, and Lead Evaluator on a $12 million NSF "Math-Science Partnership" grant. I recently completed work for the National Center for Special Education Research on rubrics for assessing the quality and levels of evidence for educational interventions.
- Timothy Davies
I teach in the qualitative research area, including Introduction to Qualitative Research, Narrative Analysis, and Ethnography. My research interests focus on the community college and higher education leadership and underrepresented populations. I am particularly interested in how the community colleges implement their open door philosophy in responding to the needs of underrepresented students and how effectively and efficiently they meet those students’ needs. Currently I am engaged in a study working with students with Autistic Spectrum Disorder (ASD) in a community college instructional setting.
- Michael A. De Miranda
I serve as chair of the Research Methodology specialization and teach beginning research methods and quantitative design and analysis courses. My research interests are in the area of cognitive and measurement sciences focused on designing, testing and analyzing psychometric tools to help measure levels of technological literacy in middle and high school students.
- Gene Gloeckner
I teach quantitative research methods and write books related to the use and interpretation of statistics. I have taught a doctoral seminar on the philosophical underpinnings of research, a mixed methods Class, and proposal development. I have a strong belief that most research can integrate qualitative and quantitative methods.
- Susan Lynham
I teach in the qualitative research and organization, performance and change (OPC) areas--currently the Introduction to Education Research (EDRM 702) and the Literature Review Analysis (EDUC 675) courses. My research focuses on Strategic Human Resource Development and Theory Development in applied disciplines. Within this combined focus I am particularly engaged by problems of Human Resource Development (HRD) at the national level (particularly in developing nations and emerging democracies), and scenario-based leadership and leadership development. I am currently in the throes of finishing a book based on an extended study in South Africa, looking at Business Leadership for Social Justice. A further study underway is focused on informing the development of a theory of scenario-based leadership, using qualitative grounded theory building methodology. In the upcoming summer I will be taking over as editor-in-chief of one of the top four journals in Human Resource Development in the USA, Advances in Developing Human Resources, which is explicitly focused on leading and advancing practice through research.
- Carole Makela
Seeing research from an idea to the dissemination of findings, which are a quality addition to knowledge, underscores my interests. I teach quantitative data collection and proposal development. The latter reflects the importance of striving for well designed and implemented research. As I edit a journal, the support and mentoring of scholars - graduate students and peers - are a strong commitment.
- George Morgan
My research interests have been broad, including educational evaluation and student change, institutional research in higher education, and young children's motivation to master skills and challenging tasks. I have drawn upon this experience to write textbooks and articles on research methods and the use and interpretation of SPSS.
- David Most
My overarching interest is in improving the conduct of inquiry in the social sciences. While methodologists have invested much effort in developing and exploring mathematical properties of advanced statistical methods, less attention has been devoted to exploring possibilities for thoughtful and meaningful applications of such tools in empirical social science research. Many have argued that the pervasive, and often inappropriate, mechanical application of statistical methods to substantive questions has stifled development of knowledge in the social sciences. My research and teaching interests lie in developing and promoting deeper understanding of the application of various statistical methods to address substantive questions.
Program Chair
Dr. Michael A. De Miranda
School of Education, 105G Education Building
Colorado State University
Fort Collins, CO 80523-1588
Phone: (970) 491-5805
Email: Michael.Anthony.De_Miranda@ColoState.EDU
Graduate Programs Office
Kathy Lucas
Room 209, Education Building
Phone: (970) 491-1963
Fax: (970) 491-1317
Email: kplucas@cahs.colostate.edu
Colorado State University is an equal opportunity/affirmative action institution and complies with all federal and Colorado state laws, regulations, and executive orders regarding affirmative action requirements in all programs. The Office of Equal Opportunity is located in Room 101 Student Services. In order to assist Colorado State University in meeting its affirmative action responsibilities, ethnic minorities, women, and other protected class members are encouraged to apply and to so identify themselves.