M.A., Psychology, Radford University, 1981
M.S., Sociology, Bowling Green State University, 1983
MPA, Public Policy, University of Michigan, 1986
Ph.D., REMS Program (Research, Evaluation, Measurement, Statistics), University of Georgia, 1993
When learning, students need to understand the history of the concepts and important names in relation to the concepts. Learning concepts in isolation is not enough for graduate students; they also need to understand the importance of sourcing and scholarship. To achieve usable understanding, students need to connect ideas across different courses, and I attempt to facilitate this process in my classes, reminding them what they learned in other classes or will be learning in future classes.
Another major goal I have is to help students develop an open mindedness and love for knowledge, and understand what the knowledge can bring to our society and world. It is critical to understand details, but it is perhaps more important to understand the big picture, including what makes the theories and concepts practical and useful. What are the big ideas and theories? Who are the big names? Where did the ideas come from? How can you apply the ideas in new and fruitful ways? My tests are a mixture of multiple choice (for knowledge) and essay (for synthesis and application of the knowledge). In several classes I include an application/empirical project, where students collect data, analyze the data, and write-up the results.
IDE 510 - Educational Research Methods
IDE 620 - Quantitative Methods I
IDE 621 - Quantitative Methods II
IDE 630 - Quantitative Methods III
IDE 631 - Introduction to Qualitative and Mixed Methods Research
IDE 660 - Program Evaluation
IDE 645 - Advanced Human Performance Improvement (HPI)
IDE 692 - Research Methods Seminar
IDE 710 - Research Seminar (for 1st year doctoral students)
ISD 623 - Advanced Research Methodology