Syllabus

Doctor of Education (Ed.D.)

EDU 803: Quantitative and Mixed Methods Research Design (Summer A 2022)

Credits - 3

Description

Students will be introduced to quantitative, as well as mixed methods research. Students will describe various research designs and evaluate them for appropriateness for their approved working topic of choice. Students will participate in activities that align with the building of a potential quantitative or mixed methods study.

Materials

Learning Objectives and Outcomes

Student Learning Outcomes:

• Interpret quantitative data and findings used to support empirical inquiry.
• Critique the use of quantitative approaches in social science research and evaluation.
• Articulate situationally appropriate use of a wide range of quantitative and statistical methods.
• Develop a viable quantitative or mixed-methodology study design.

Note: It will be assumed that students have prior knowledge of some basic statistics terminology and applications to fully understand the concepts introduced in this course. Advanced computational mathematics and statistics will not be required to complete the course assignments, but a foundational understanding of applied statistics concepts may be necessary. Students may gain this knowledge with recommended supplemental readings and videos included within the course modules.

Assignments

Full assignment expectations and rubrics are available in Brightspace. 

Class and Small Group Discussion Posts & Comments

Online discussions are the most important part of the course and expectations for engagement throughout the entire week increase from this point forward in the sequence. Discussions provide participants with opportunities to explore new ideas, concepts, and applications of theory to practice. A thorough initial post will likely be in the range of 500-750 words.

The minimum number of substantive, meaningful responses you should make before the stated deadline is two.

Participants contribute to the intellectual development of the cohort by offering insights, synthesizing understandings, and responding to the postings of others through responses to peers. While less formal than a paper, the quality of all postings should reflect the standards of a submitted paper. Review the rubric for discussions.

If your goal is to earn a High Pass in the course, you will need to significantly exceed participation and engagement requirements from week to week.

Dissertation Topic Approval Form and Alignment Tool for Dissertation Development (Week 1)

These forms can be found in the Doctor of Education Handbook: Guidelines and Best Practices and will help you receive guidance and feedback on your chosen dissertation topic.

Statistics Concepts Quiz and Self-Reflection (Week 3)

You will take an ungraded Statistics Concepts and Terminology quiz in Week 1, and again in Week 3. Then you will reflect on your understanding of the statistics concepts you learned about during the first three weeks of the course, as well as the role that statistics may play in your own research topic. 

Causation and Correlation Assignment (Week 4)

After exploring spurious correlations, you will select one spurious correlation to explain in a short essay (750-1000 words).

Group Assignment: Quantitative Research Analysis & Evaluation Presentation (Week 5)

The goal of this small-group project is to give you an opportunity to critique the three (3) empirical studies used as evidence in the Nellie Mae Educational Foundation (NMEF) report, as well as the NMEF summary itself. Together with your group, you’ll create a digital presentation deck about all four (4) components—the Centered on Results summary, plus all three studies—that could be used at a student-centered learning conference for K-12 school district administrators, teachers, and parents. 

Self Assessment: Group Presentation (Week 5)

After completion of the Group Presentation assignment, you will conduct a written self-assessment of your collaborative work in Weeks 2-5. 

Dissertation Template (Outline) and Chapter 1 & 3 Draft (Week 7)

You will create a draft of your Five-Chapter Dissertation Template using APA 7 guidelines and following the Five-Chapter Dissertation Outline found in the UNE Doctor of Education Program Handbook. Once you have created this outline, you will draft the content for Chapter 1: Introduction and Chapter 3: Methodology, using a quantitative or mixed-methods approach. 

Revised Alignment Tool for Dissertation Development and Reflection (Week 8)

At the end of the course, you will resubmit your Alignment Tool, incorporating feedback and reflecting upon your growth and learning from the course. This form can be found in the UNE Doctor of Education Handbook: Guidelines and Best Practices and will help you receive guidance and feedback on your chosen dissertation topic. 

Grading Policy

Your grade in this course will be determined by the following criteria:

Grade Breakdown

Assignments	Points
Introductory Discussion	3
Weekly Discussions (Weeks 2-8; 5 points each)	35
Alignment Tool and Topic Approval Form	5
Statistics Concepts Quiz and Self-Reflection	10
Causation and Correlation Assignment	5
Group Assignment: Quantitative Research Analysis & Evaluation Presentation	17
Self Assessment (Group Presentation)	5
Dissertation Template (Outline) and Chapter 1 and 3 Draft	15
Revised Alignment Tool and Reflection	5
Total	100

Grading

The criteria for all courses in the Ed. D. program are described in the modules and/or rubrics. Assignments will include guidelines with rubrics, descriptions of expectations, or examples, and include point values. Coursework will be assessed and graded using individual evaluation protocols that are provided for the three major assignments. Final “grades” will reflect the following schema:

• High Pass (HP): Work that exceeds all or most of the criteria of the respective assignment. To receive a high pass the work must demonstrate exceptional command and display of all or most required elements;
• Pass (P): Work that meets all requirements and expectations as specified in assignments, and is fully satisfactory in every respect;
• Low Pass (LP): Work is deemed unsatisfactory.

Note** The instructor will determine if an assignment may be revised and resubmitted for rescoring. Candidates may proceed to subsequent courses in the curriculum with one LP grade, and although there is no failing grade, a second LP course grade results in termination from the doctoral program.

All assignments are to be completed in a timely manner with appropriate accuracy, detail, thought and reflection fitting of doctoral-level degree candidates. All assignments (done in writing or with other media applications) are graded on the basis of faculty assessment of your ability to accurately apply concepts from readings, organization, and mechanics. Please note that you must save all submitted documents in Microsoft Word/Excel/PowerPoint in order for them to transmit successfully. All work must be properly identified and include author(s)’ name(s). Submit all written work in APA style (Refer to the APA Publication Manual for guidance and Help with Citations on UNE Library Services web page under Research Help).