Russell W. Rumberger

Teaching

 

Research Methods

 

ED201B Survey Research Design (Winter 2007; next—Winter 2010)

Survey research is one of the most common and useful methods for gathering data in the social sciences.  This course is designed to teach students both how to design new surveys how to use existing national surveys in conducting educational research.  The course will introduce to students to all aspects of survey research, from design issues to analysis issues.  Four methods of survey data collection be covered:  interviews, mail surveys, telephone surveys, and internet surveys.  The course will be very applied:  students will be expected to design and pilot a small-scale survey and to analyze the data from that survey.  Students should have a working knowledge of basic statistics (ED214A, B, C) and knowledge of SPSS.

 

ED216C Hierarchical Linear Models (Winter 2008; next—Winter 2011)

The purpose of this course is to provide students who with an introductory background in the basic principles and applications of hierarchical linear modeling (HLM) in educational research.  The course will review both the conceptual issues and methodological issues in using hierarchical linear modeling by working step-by-step on an actual HLM study.

 

Educational Leadership and Organizations

 

ED240A Education Policy Seminar (Spring 2008 )

This course provides an introduction to elementary and secondary education policy at the national and state levels.  It focuses on the values and assumptions that underlie different types of policies, the political factors that shape their formulation and implementation, and the links between policy and educational practice.  The goal of the course is to help students think systematically about education policy and its effects on schools and classrooms.  The course assumes a basic knowledge of the institutions and processes of public policymaking

 

Mentoring

 

Graduate School training involves more than simply taking classes.  Students also learn by working with faculty on research projects and by being mentored by the faculty as they complete other degree requirements, such as qualifying exams and dissertations.  Much of this mentoring comes from students’ advisors—faculty charged with overseeing their students’ progress through graduate school.  Advisors are typically assigned to students when they apply to graduate school based on matching student and faculty interests. Once they enroll, students are free to switch advisors.

 

I work closely with my advisees.  I often employ them as research assistants on my research projects and, as a result, they often become co-authors on publications that result from the projects.  I also help them get additional training through national training seminars where they learn about working with large, national databases (click here for an example).  Finally, I help them get dissertation grants to support their dissertation research. 

 

Prospective students:  I will soon undertake some new research on high school dropouts and anticipate hiring one or two students to work on these projects.  Feel free to contact me if you are interesting in applying to our doctoral program and working on these projects.  And feel free to contact any of my current students about their experience working with me.