Doctoral Specialization in Research and Evaluation
Overview
Students who successfully complete the Interdepartmental Doctoral Program with a Ph.D. in Research and Evaluation will be experts in research design, statistical analysis, psychometrics, and program evaluation. Graduates of the program are prepared for careers in public, private, college, or university educational settings; local, state, or federal government agencies related to health education and social services; or private companies who contract for research and evaluation studies.
In addition to coursework, students are required to engage in applied learning experiences and to produce finished products illustrating their understanding and capability to apply key concepts and skills. Requirements for the program are described in further detail in the following sections.
Coursework
Doctoral Students in the Research and Evaluation Program take at least 60 credits of coursework beyond their Masters degree. These courses must be totally completed within an eight-year period, during which there must be at least 3 full-time academic semesters of residency. Students take a set of core courses in research design, statistical analysis, psychometrics, and program evaluation. Additional elective courses are selected in conjunction with the student’s advisory committee. All students complete at least 12 credits of dissertation research.
Faculty
Faculty for the Research and Evaluation Program are affiliated with various departments at Utah State University which is why the program is referred to as an “Interdepartmental Doctoral Program.” For a listing of faculty members go to the IDP Faculty List. Look for names followed by the letters R&E
Admittance to the Program
Applications to the USU School of Graduate Studies are available at: http://www.usu.edu/gradsch/ On the School of Graduate Studies site go to "Prospective Students" and then to "Admissions and Applications" to get information on admission requirements. Once your general USU Graduate School application is complete you may be asked to send additional information to the College of Education and Human Services.
Admission Dates for Research and Evaluation Specialization
The admissions committee for the R&E doctoral program meets several times a semester to consider complete applications. Doctoral applicants interested in having the best opportunity to be awarded a graduate assistantship for the following year should have their applications completed no later than the end of January.
Semester Planning Guidebook
For applicants and current students wanting details about policies and procedures relevant to all interdepartmental doctoral programs in the College of Education and Human Services see: http://www.cehs.usu.edu/idp/guidebook.pdf This handbook provides information on items such as: financial assistance, steps for completing your doctorate, comprehensive examination guidelines, and dissertation research procedures.
Additional Forms:
- Internships in Research and Program Evaluation
- Professional Presentation Competency
- USU Publication Guide for Graduate Students
For Further Information Contact:
Karl R. White, PhD
Professor of Psychology
Utah State University
2880 Old Main Hill
Utah State University
Logan, Utah 84322
(435) 797-3013
karl.white@usu.edu
EDUC/PSY 6010 Introduction to Program Evaluation: Evaluation Models and Practical Guidelines (3)
Alternative approaches and practical guidelines for conducting evaluation studies.
Through case studies and simulations, addresses impact of social, political, and ethical
issues on evaluation. Also taught as EDUC 6010. (F,Su)
PSY 6150 Empirically Supported Treatments for Psychological Disorders of Children and Adolescents. (3)
Introduction to single-subject treatment designs and basic principles of applied behavior analysis. Behaviorally-oriented treatment approaches for psychological disorders of childhood. Should be taken concurrently with a clinical practicum or assistantship. (Sp)
EDUC/PSY 6600 Measurement, Design, and Analysis I (3)
Research design, measurement, and statistical concepts for research in education and
psychology, with emphasis on selection and interpretation of statistical analyses. Prerequisites:
PSY 2800, EDUC/PSY 6570. Also taught as EDUC 6600. (F,Sp,Su)
PSY 7810 Seminar (1-3)
Special topics designed to help students develop in-depth knowledge of emerging research, theory, and practice in psychology and education. Taught in seminar format by USU faculty or visiting scholars. (F,Sp,Su)
PSY 7020 Advanced Evaluation Methodology and Techniques (3)*
Provides advanced theory and practice in focus group interviews, on-site visit techniques,
observation and anchor scales, multiple-site evaluation standards, and advanced
reporting techniques. Prerequisite: PSY 6010. (Sp)
PSY 7070 Advanced Measurement Theories and Practice (3)
Covers psychometric topics, including classical test theory, generalizability theory,
item response theory, and issues concerning bias in psychological testing. Prerequisites:
PSY 5330/6330, EDUC/PSY 6600. (F)
EDUC/PSY 7610 Research Design and Analysis II (3)
Advanced treatment of measurement, research design, and statistical analysis concepts
and issues in educational and psychological research. Prerequisite: EDUC/PSY
6600. Also taught as EDUC 7610. (Sp,Su)
EDUC/PSY 7670 Literature Reviews in Education and Psychology (2)
Advanced concepts in designing, writing, and critiquing literature reviews. Prerequisites:
PSY/EDUC 6600 and consent of instructor. Taught alternate semesters. Also
taught as EDUC 7670.
PSY 7700 Grant Writing (3)
Students learn to identify funding sources, select strategies for seeking resources, and
write proposals for research, development, training, and service activities in education,
psychology, and related fields. Prerequisite: PSY/EDUC 6570. (Sp)
PSY 7780 Multivariate Methods in Psychology and Education (3)
Focuses on application of multivariate methods (factor analytic techniques, structural
equation modeling, canonical correlation, multivariate analysis of variance, etc.) in
research and measurement in psychology, education, and other social and behavioral
sciences. Prerequisites: EDUC/PSY 6600, 7610. (F)
PSY 7030 Instrument Development (3)
In-depth study of factors and techniques critical for designing and developing evaluation
and research instruments. (F)
PSY 7900 Independent Study (1-3)
Individual discussion and intensive study of a particular problem or area. Prerequisite:
Instructor’s consent. (F,Sp,Su)
PSY 7910 Independent Research (1-3)
Experiments and demonstration projects are conducted and reported. Prerequisite: Instructor’s consent. (F,Sp,Su)
PSY 7090 Research and Evaluation Methodology Program Seminar (1)
Provides opportunity for all doctoral students in the Research and Evaluation Methodology Program to meet on a regular basis to read journal articles, explore student
and faculty research projects, and discuss current issues in the field. (F,Sp)
PSY 7050 Internship in Program Evaluation (1-9)
Experience in practical aspects of program evaluation through planned, supervised
evaluation project participation approved by student’s supervisory committee. Prerequisite:
EDUC/PSY 6010. (F,Sp,Su)
PSY 7060 Internship in Research (1-9)
Research experience gained through conducting planned, supervised research project.
Prerequisites: Approval by supervisory committee and EDUC/PSY 6570. (F,Sp,Su)
PSY 7810 Seminar (1-3)
Longitudinal study design and analysis for research in the behavioral and educational sciences, with emphasis on observational, case-control, cohort, and randomized controlled trial designs. Coverage includes statistical methods for both manifest and latent outcomes as well as complex survey or multilevel data.
EDUC/PSY 6770 Qualitative Methods I (3)
Introduction to qualitative research, including foundations; research designs and
strategies of inquiry (case studies, ethnography, phenomenology, grounded theory,
biographical, historical, participative inquiry); sampling; fieldwork and data collection;
and analysis. Prerequisite: EDUC/PSY 6570. (F,Sp)
EDUC 6780 Qualitative Methods II (3)
Builds on and applies concepts covered in EDUC 6770, emphasizing analysis of
data, critique of qualitative research, and design and implementation of qualitative
research. Students registered for 7780 conduct a qualitative research project. Prerequisite:
EDUC 6770. (Sp)
EDUC 7300 Historical, Social, and Cultural Foundations of Education (3)
Examines relationship of modern school in terms of historical, cultural, and social
foundations of education. (F)
EDUC 7310 Teaching-Learning Foundations in Education (3)
Seminar in which learning theories and teaching models/skills are demonstrated, critically
examined, and integrated. Prerequisite: Graduate course in educational psychology
or equivalent. (Sp)
EDUC/SPED 7700 Single-Subject Research Methods and Designs (3)
Examines single-subject research methodology for applied research in schools, including
measurement, design, and analysis issues. Also taught as SPED 7700/6700.
(F)
SOC 7100 Advanced Survey Techniques (3)
Examines the empirical and methodological literature regarding techniques for designing
and implementing mail, telephone, and internet surveys for sociological research.
Focuses on practical lessons for sampling, data collection, and survey data
organization. (Sp)
STAT 5120 Categorical Data Analysis (3)
Analysis of categorical data, contingency tables, goodness of fit, random sampling,
log-linear and logistic regression models, and sampling for proportions, as well as
stratified and cluster sampling. Prerequisite: STAT 5100. (F)
STAT 5600 Applied Multivariate Statistics (3)
Introduction to multivariate statistical procedures for data analysis. Topics include
MANOVA, principal component analysis, factor analysis, clustering, and classification.
Prerequisite: STAT 5100. (Sp)
STAT 6200 Analysis of Unbalanced Data and Complex Experimental Designs (3)
Contrasts; Type I, II, III, IV contrasts; sums of squares; and resulting tests. Random
and mixed effects models for complex designs, such as split-plot, repeated measures,
and hierarchical (nested) designs; expected mean square algorithm; and approximate
F-tests. Prerequisite: STAT 5200. (F)
STAT 6560 Graphical Methods (3)
Statistical graphics and scientific visualization of one, two, and higher dimensional
data. Well-chosen and designed graphics are vital in exploratory data analysis, model
diagnostics, and data presentation. Includes specific methods and general principles,
such as effective use of color and motion. Prerequisites: STAT 3000 and programming
experience. (F)
PHIL 6890 Philosophy of Science (3)
(Sp)
Research/Evaluation Internships
The purpose of the doctoral level internships (PSY 7050 Internship in Program Evaluation and PSY 7060: Internship in Research) are to broaden the doctoral student’s experiences by exposing him or her to additional settings and providing the opportunity to apply relevant ideas learned in course work. These experiences, if designed carefully, can add to the student’s repertoire of skills in ways that can enhance professional placement after graduation. Internships benefit the student by providing opportunities to take on new responsibilities while working as part of a team in a new setting. Internships also enable cooperating agencies and organizations to benefit from the students special talents and background thus enhancing the reputation of the student and the university.
The major responsibility for developing an internship plan belongs to the student. Each doctoral student should meet with his or her major professor well in advance of the actual internship dates to discuss his or her plan. This discussion should include specifics such as who will serve as the mentor/professional, what activities will comprise the internship, goals and expected outcomes, and the amount of time to be spent in the internship. A three-credit internship course constitutes a minimum of 150 hours of internship. A formal plan (see sample syllabus) should be completed once an informal agreement has been reached with the faculty member overseeing the internship and a mentor/professional has been contacted and indicated a willingness to assist.
Current Employment and Internship Hours:
Although a student can receive internship credit in conjunction with a job he or she is already doing, the internship experience must be designed so that the student develop new skills and has new experiences than would otherwise be the case. In other words, the internship must be designed so that it involves activities that are significantly different from and that are more challenging than what his or her current job requires. For example, if the doctoral student spoke with his or her current supervisor and the supervisor was willing to allow the student to take on a new and more challenging professional activity as part of his or her current position, the hours spent fulfilling this new role could be used for internship credit. Under these circumstances, a mentor must still be designated. While such an arrangement does have advantages, it is also important to consider the value of working with colleagues, parents and families, organizational structures, and communities away from one’s normal setting. Such experiences provide professional breadth and may enhance the student’s future employment options.