2018–2019 Walden University Catalog (September 2018) 
    
    Jan 27, 2022  
2018–2019 Walden University Catalog (September 2018) [ARCHIVED CATALOG]

Course Descriptions


 
  
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    PUBH 9001 - Dissertation


    (5 cr. per term for a minimum of 4 quarters until completion) Through this course, doctoral students have the opportunity to integrate their Program of Study into an in-depth exploration of an interest area that includes the completion of a research study. Students complete the dissertation independently, with the guidance of a dissertation supervisory committee chair and committee members, in a learning platform classroom in which weekly participation is required. Students complete a prospectus, proposal, Institutional Review Board application, and dissertation.

    Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.

    To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook.

     

  
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    PUBH 9100 - Public Health Capstone


    (5 cr. per term for a minimum of 4 quarters until completion) The purpose of this forum is to assist students in making steady progress toward earning a doctoral degree. Doctoral students are offered the opportunity to synthesize knowledge of their program of study and complete an in-depth exploration of a practice, issue, or problem within their discipline. Students will engage in regular scholarly discussions with a faculty chair and fellow doctoral students and submit Quarterly Plans and products toward completion of the doctoral degree. Information and resources related to the doctoral study, residencies, research, writing, and doctoral program expectations are provided for guidance. 

    Students take this course for a minimum of 4 quarters and are continuously enrolled until completion of their Dissertation with final Chief Academic Officer (CAO) approval.

    To complete a dissertation, students must obtain the academic approval of several independent evaluators including their committee, the University Research Reviewer, and the Institutional Review Board; pass the Form and Style Review; gain approval at the oral defense stage; and gain final approval by the Chief Academic Officer. Students must also publish their dissertation on ProQuest before their degree is conferred. Learn more about the dissertation process in the Dissertation Guidebook. (Prerequisite(s): All other courses in the Doctor of Public Health program.)

  
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    READ 6583 - Technology and Literacy in the Content Areas, Grades 6-12♦


    (3 sem. cr.) In this course, educators integrate technology into research-based instructional models and strategies to develop higher levels of literacy and facilitate more effective content area learning. Educators develop and assess activities designed to expand the learning community across boundaries through the application of information literacy skills, such as Internet searching and critically evaluating online resources. They also collaborate with other educators to develop an Internet workshop to engage students in using information literacy skills. Educators have the opportunity to reflect on theories, concepts, and strategies presented in the course to determine how they can most effectively use this knowledge to benefit their students and further their professional development.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    READ 6584 - Supporting Struggling Readers, Grades 6–12♦


    (3 sem. cr.) Educators learn and use strategies to help improve middle level and secondary students’ reading, writing, test-taking, and study skills as a way to increase their learning and achievement in the content areas.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    READ 6601 - Adolescent Literacy and Learning Today


    (3 sem. cr.) Adolescents today construct their identity by creating and engaging with multiple texts and media for a variety of purposes. Education professionals in this course explore how literacy inside and outside of school can be used to support adolescent learning and prepare students in grades 6–12 for college and career. By considering the research behind literacy policies and practices, education professionals evaluate the role of literacy in content-area classrooms including assessment opportunities and disciplinary approaches. Through coursework, education professionals have an opportunity to examine what it means to be literate and why literacy is important in all disciplines, including English language arts, mathematics, science, and literature.
  
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    READ 6602 - Reading to Learn in the Content Areas, Grades 6-12♦


    (3 sem. cr.) To learn and achieve in the content areas, students must comprehend and engage with grade-appropriate and disciplinary-specific texts. In this course, education professionals examine how text changes across disciplines (including social studies, literature study, mathematics, sciences, and other technical subjects) and explore instructional practices to support close reading of complex text as required by the Common Core State Standards and other state standards. Education professionals apply evidence-based instructional and assessment practices to support all students’ achievement in literacy and learning. Through coursework, education professionals have opportunities to apply concepts and strategies within specific disciplines to provide a relevant learning experience.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    READ 6603 - Writing to Learn in the Content Areas Grades 6–12


    (3 sem. cr.) Writing is a multifaceted process and a powerful tool to support student learning. Through writing, adolescents may demonstrate learning, analyze ideas, or develop arguments based on information from a text. Education professionals in this course explore the importance of writing for college and career readiness and examine the nuances of written communication relative to specific disciplines, including mathematics, physical education, literature, and other disciplines. Through coursework, education professionals have opportunities to engage in discourse modes, including informational, literary, and persuasive writing, and to use short writing (such as journals) and longer composition processes to enhance disciplinary learning. Education professionals consider the types and purposes of writing, explore writing in digital environments, analyze the relationships between reading and writing, and apply instructional practices to support writing to learn in the content areas for all students.
  
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    READ 6604 - Supporting Struggling Adolescent Readers♦


    (3 sem. cr.) Adolescents today must engage with increasingly complex texts in the content areas. Education professionals need the knowledge, skills, and dispositions to help all students meet these literacy demands, especially those who struggle with reading and literacy tasks. In this course, education professionals learn formal and informal ways to assess students’ literacy development and learning achievement and use that assessment data to inform instruction. Through coursework, education professionals have opportunities to examine progress monitoring practices and Response to Intervention (RTI) implementation. Education professionals explore the role of motivation in literacy and learning and consider the importance of academic language for learning, college, and career.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    READ 6605 - Adolescent Learners and the Digital Literacy Environment♦


    (3 sem. cr.) Just as adolescents must adapt to ever-changing digital literacy environments, so, too, must their teachers. In this course, education professionals explore digital tools and texts to support literacy teaching and learning in a digital environment. Through inquiry and research online, education professionals analyze digital environments, evaluate the role of information literacy, and design appropriate and engaging instructional activities using digital and other texts for learning. Course discussions focus on current trends and issues that inform literacy and learning today including attention to visual and social media, and technology as a mediating influence between and within cultures, families, and communities.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    This course is self-directed and utilizes an alter

    READ 6609 - Literacy in Academically Diverse Classrooms (Accelerating)


    (3 sem. cr.) Today’s classrooms require teachers to become competent and confident in supporting both students who struggle with reading and writing and those who excel. Education professionals in this course focus on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities, and on addressing the needs of gifted students. Through coursework, education professionals have opportunities to examine informal and formal assessments, the use of data to inform instruction, and practical guidelines for implementing the Response to Intervention (RTI) model. Education professionals explore concepts and strategies, including collaboration with support resources, methods to differentiate and scaffold instruction, progress monitoring, leveling books, intervention strategies, and the use of motivating texts and technology tools to support student learning.
  
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    READ 6705 - Reading and Literacy Today♦


    (3 sem. cr.) To support the reading and literacy development of all students, education professionals need to understand the factors that may influence literacy learning including language development, educational research and policies, and instructional practices to promote the development of phonemic awareness, phonics, fluency, vocabulary, and comprehension. In this course, education professionals explore theoretical and historical perspectives on literacy education and consider the influence of cognitive, linguistic, sociocultural, and psychological development on the literacy learning of PreK-6 students. Education professionals have the opportunity to examine current educational policies and initiatives including the Common Core State Standards (CCSS) and other state standards. Education professionals consider the role of research in informing literacy instruction and apply effective instructional practices including practical approaches for implementing the Response to Intervention (RTI) model and incorporating new literacies and technology tools to support literacy instruction.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more informatio
  
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    READ 6706 - Literacy Development P-3♦


    (3 sem. cr.) Building a strong foundation of literacy skills and experiences in young children is critical to their success in school and life. In this course, educators take a developmental approach to reading and literacy instruction and are provided practical research-based approaches to help P-3 students achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. The characteristics of emergent and beginning readers are explored, focusing on phonological awareness, phonics, fluency, vocabulary, and comprehension. Education professionals evaluate the role of motivation in learning to read and analyze the use of progress monitoring and Response to Intervention (RTI) to support all learners. Through their coursework, educators are provided with opportunities to explore writing, close reading, print concepts, and multiple text genres. Education professionals plan and implement developmentally appropriate assessment and instruction, including technology tools, to support the literacy development of all learners in preschool through third grade.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    READ 6707 - Reading and Literacy Growth Grades 4-6♦


    (3 sem. cr.) The intermediate grades present unique challenges to literacy learning including complexity of text, students’ use of technology, student motivation to learn, and explicit and implicit gender issues exhibited in the classroom. Education professionals are provided with opportunities to evaluate research-based instructional and assessment practices to help students in grades 4–6 to actively engage in literacy learning and achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. Education professionals examine the role of literacy in content area learning, explore ways to teach close reading of complex texts, and consider how to incorporate different levels, types, and genres of text to support all students’ learning and literacy development. The focus of the coursework is on effective strategies to support writing about text, content-area specialization vocabulary, listening and speaking, and the effective use of technology tools to support content area reading.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    READ 6708 - Literacy in Culturally and Linguistically Diverse Classrooms♦


    (3 sem. cr.) Today’s classrooms reflect the rich cultural and linguistic diversity of the world outside of school. Educators explore how to establish a responsive classroom where literacy development flourishes for all students, including second language learners and speakers of nonstandard dialects. Education professionals analyze the reading and literacy challenges experienced by culturally and linguistically diverse learners including text complexity, academic vocabulary, and appropriateness of texts and materials. The focus of the coursework is on ways to scaffold and support all literacy learners, including English Language Learners.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    READ 6709 - Literacy in Academically Diverse Classrooms♦


    (3 sem. cr.) Today’s classrooms require competent and confident teachers to support both students who struggle with reading and those who excel. Education professionals in this course focus on accelerating the literacy development of students with reading difficulties, including students who have specific learning disabilities, and addressing the needs of high-achieving students. Through coursework, education professionals have opportunities to examine informal and formal assessments, the use of data to inform instruction, and practical guidelines for implementing the Response to Intervention (RTI) model. Education professionals explore concepts and strategies, including collaboration with support resources, methods to differentiate and scaffold instruction, progress monitoring, leveling books, intervention strategies, and the use of motivating texts and technology tools to support student learning.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    This course is self-directed and utilizes an alter

    READ 6718 - Literacy in Culturally and Linguistically Diverse Classrooms (Accelerating)♦


    (3 sem. cr.) Today’s classrooms reflect the rich cultural and linguistic diversity of the world outside of school. Educators explore how to establish a responsive classroom where literacy development flourishes for all students, including second language learners and speakers of nonstandard dialects. Education professionals analyze the reading and literacy challenges experienced by culturally and linguistically diverse learners including text complexity, academic vocabulary, and appropriateness of texts and materials. The focus of the coursework is on ways to scaffold and support all literacy learners, including English Language Learners.

     
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.

  
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    This course is self-directed and utilizes an alter

    READ 6727 - Reading and Literacy Growth, Grades 4-6 (Accelerating)♦


    (3 sem. cr.) The intermediate grades present unique challenges to literacy learning including complexity of text, students’ use of technology, student motivation to learn, and explicit and implicit gender issues exhibited in the classroom. Education professionals are provided with opportunities to evaluate research-based instructional and assessment practices to help students in grades 4–6 to actively engage in literacy learning and achieve the literacy goals of the Common Core State Standards (CCSS) and other state standards. Education professionals examine the role of literacy in content area learning, explore ways to teach close reading of complex texts, and consider how to incorporate different levels, types, and genres of text to support all students’ learning and literacy development. The focus of the coursework is on effective strategies to support writing about text, content-area specialization vocabulary, listening and speaking, and the effective use of technology tools to support content area reading.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    RELG 2001 - World Religions♦


    (5 cr.) In this course, students engage in an exploration of the tenets and sacred texts of the religions of the world. They explore Hinduism, Buddhism, Islam, Confucianism, Christianity, Judaism, and Primal religions (e.g., American Indian, African). Students demonstrate their understanding of course concepts and principles through a final comparative essay in which they make connections among religions and analyze how followers use religion to make sense of the world around them. Through this project and other weekly, applied assignments, students gain the knowledge needed to identify the origins, history, beliefs, and practices of the major world religions.
      (Prerequisite(s): ENGL 1001 or ENGL 1010.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.);1-443-627-7222 (toll)] for more information.
  
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    RELG 2001C - World Religions


    (5 cr.) In this course, students engage in an exploration of the tenets and sacred texts of the religions of the world. They explore Hinduism, Buddhism, Islam, Confucianism, Christianity, Judaism, and Primal religions (e.g., American Indian, African). Students demonstrate their understanding of course concepts and principles through a final comparative essay in which they make connections among religions and analyze how followers use religion to make sense of the world around them. Through this project and other weekly, applied assignments, students gain the knowledge needed to identify the origins, history, beliefs, and practices of the major world religions.
  
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    RESI 6651 - Master of Social Work Residency I


    (0 cr.) Students attending this residency have the opportunity to engage in supervised clinical practice in preparation for the foundation field experience. This clinical residency is designed to provide students with the opportunity to practice the essential skills required of social workers. Throughout this residency, students can demonstrate their skills in ethical practice, case conceptualization, and oral communication. In addition to familiarizing students with the Master of Social Work (MSW) program and the profession itself, faculty members will work with students throughout the residency and identify specific clinical development needs for each student to address prior to their first field experience. (Prerequisite(s): SOCW 6000 and SOCW 6101.)
  
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    RESI 6652 - Master of Social Work Residency II


    (0 cr.) This residency is designed to complement the advanced curriculum. In this residency, students continue to develop their clinical skills and are required to demonstrate competency in ethical practice, case conceptualization, and evidence-based practice. Students also have the opportunity to strengthen their supervision and consultation skills through applied practice. Successful completion of this residency indicates that the student has demonstrated proficiency in the prescribed areas and is ready to interact with the public as a clinical social worker in training.

     

  
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    RESI 8401 - PhD Residency 1


    (0 cr.) The purpose of Residency 1 is to socialize new students into the Walden doctoral community of scholar-practitioners. Topics include doctoral competency development, orientation to academic support services and networking, community building, writing at the doctoral level and using American Psychological Association (APA) style, library search skill building, and professional development. Upon completion, students will have completed a self-assessment and identified goals for continual development of the skills and practices required of new doctoral students.
  
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    RESI 8401I - PhD Residency 1 IPSY 4 Day


    (0 cr.) The purpose of Residency 1 is to socialize new students into the Walden doctoral community of scholar-practitioners. Topics include doctoral competency development, orientation to academic support services and networking, community building, writing at the doctoral level and using American Psychological Association (APA) style, library search skill building, and professional development. Upon completion, students will have completed a self-assessment and identified goals for continual development of the skills and practices required of new doctoral students.
  
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    RESI 8402 - PhD Residency 2


    (0 cr.) The purpose of Residency 2 is to develop skills in reviewing and performing scholarly research. Topics include refinement of research questions, research question and methodology alignment, and literature critique and synthesis. Upon completion, students will have developed key components of a research plan.
  
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    RESI 8402I - PhD Residency 2 IPSY 4 Day


    (0 cr.) The purpose of Residency 2 is to develop skills in reviewing and performing scholarly research. Topics include refinement of research questions, research question and methodology alignment, and literature critique and synthesis. Upon completion, students will have developed key components of a research plan.
  
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    RESI 8403 - PhD Residency 3


    (0 cr.) The purpose of Residency 3 is to continue developing research skills that will lead to the development of the prospectus or dissertation proposal. Topics include qualitative, quantitative, and mixed research designs; data collection, management, and analysis considerations; and development of the prospectus. Upon completion, students will have completed a research alignment tool to inform and guide their dissertation research planning.
  
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    RESI 8404 - PhD Residency 4


    (0 cr.) The purpose of Residency 4 is to build students’ capacity in representing themselves as scholar-practitioners. Topics include practicing presentation and critique, research dissemination, implications for social change, and dissertation writing. Upon completion, students will have composed a draft presentation of their doctoral research and plan for research dissemination.
  
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    RSCH 6100 - Research Theory, Design, and Methods


    (4 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 6100L - Research Theory, Design, and Methods


    (4 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 6100Y - Research Theory, Design, and Methods


    (4 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 6110 - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 6110I - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 6110L - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 6200 - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course acquire core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.
  
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    RSCH 6200Y - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course receive core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students apply and synthesize their knowledge and skills by developing a quantitative research plan.

     

  
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    RSCH 6210 - Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course build core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. In this course, students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.
  
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    RSCH 6210I - Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course receive core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students apply and synthesize their knowledge and skills by developing a quantitative research plan.
  
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    RSCH 6300Y - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. Students use software to code data and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan.
     
  
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    RSCH 7100 - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 7100D - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 7110 - Research Theory, Design, and Methods


    (5 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. The course also introduces students to the quantitative, qualitative, and mixed-method research designs and methods. Students devote special attention to understanding the ethical and social change implications of conducting research and engaging in scholarship. They apply their knowledge and skills by developing elements of simple research plans for quantitative, qualitative, and mixed-methods studies.
  
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    RSCH 7200D - Quantitative Reasoning and Analysis


    (4 cr.) Education professionals are provided with core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts in this course. They explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Education professionals approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. They use statistical software to calculate statistics and interpret and present results. Education professionals will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 7100D.)
  
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    RSCH 7250 - Advanced Quantitative Reasoning and Analysis


    (4 cr.) In this research course, educators build on knowledge and skills acquired in RSCH 8200: Quantitative Reasoning and Analysis and are provided with experience applying them. Educators are provided with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. They explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social change implications of conducting quantitative research and producing knowledge. Educators approach statistics from a problem-solving perspective, with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. They use statistical software to perform analyses and interpret and present results. Educators apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 7200D.)
  
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    RSCH 8100 - Research Theory, Design, and Methods


    (4 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): A Foundation course or first course in a program.)
  
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    RSCH 8100C - Research Theory, Design, and Methods


    (4 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): Foundation course or first course in a program.)
  
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    RSCH 8100D - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): Foundation course or first course in a program.)
  
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    RSCH 8100H - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): A Foundation course or first course in a program.)
  
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    RSCH 8100I - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
  
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    RSCH 8100P - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): A Foundation course or first course in a program.)
  
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    RSCH 8100X - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): A Foundation course or first course in a program.)
  
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    RSCH 8100Y - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): A Foundation course or first course in a program.)
  
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    RSCH 8100Z - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): For KAM or mixed-model specializations, AMDS 8008 or SBSF 8005; for course-based specializations, MGMT 8010.)
  
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    RSCH 8101 - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): A Foundations course or first course in a program.)
  
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    RSCH 8101M - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): For KAM or mixed-model specializations, AMDS 8008 or SBSF 8005; for course-based specializations, MGMT 8010 or MGMT 8045.)
  
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    RSCH 8101Z - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): For KAM or mixed-model specializations, AMDS 8008 or SBSF 8005; for course-based specializations, MGMT 8010.)
  
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    RSCH 8110 - Research Theory, Design, and Methods♦


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed-methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography.
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    RSCH 8110I - Research Theory, Design, and Methods


    (5 cr.) In this research course, students are provided with core knowledge and skills for understanding, analyzing, and designing research at the graduate level. Students explore the philosophy of science, the role of theory, and research processes. Quantitative, qualitative, and mixed methods research designs and data collection methods are introduced. The alignment of research components is emphasized. Students also explore ethical and social change implications of designing and conducting research. Students demonstrate their knowledge and skills by developing an annotated bibliography. (Prerequisite(s): Foundations course or first course in a program.)
  
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    RSCH 8110T - Research Theory, Design, and Methods


    (5 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for understanding, analyzing, and designing research at the doctoral level. Students explore the philosophy of science, the importance of theory in research, and research processes. Students are introduced to the quantitative, qualitative, and mixed-method research designs and methods. Students devote special attention to understanding the ethical and social change implications of conducting research and engaging in scholarship. They apply their knowledge and skills by developing elements of simple research plans for quantitative, qualitative, and mixed-methods studies.
  
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    RSCH 8200 - Quantitative Reasoning and Analysis


    (4 cr.) Students takng this research course are provided with the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100D.)
  
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    RSCH 8200C - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100C.)
  
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    RSCH 8200H - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100H.)
  
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    RSCH 8200I - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course receive core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan.
  
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    RSCH 8200P - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100P.)
  
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    RSCH 8200X - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100X.)
  
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    RSCH 8200Y - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100Y.)
  
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    RSCH 8200Z - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with an emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): For KAM or mixed-model specializations, SBSF 7100; for course-based specializations, MGMT 8440, MGMT 8540, MGMT 8640 or MGMT 8740 AND MGMT 8990.)
  
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    RSCH 8201 - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and ethical and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100.)
  
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    RSCH 8201M - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8101M.)
  
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    RSCH 8201Z - Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with an emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): For KAM or mixed-model specializations, SBSF 7100; for course-based specializations, MGMT 8440, MGMT 8540, MGMT 8640 or MGMT 8740 and MGMT 8990.)
  
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    RSCH 8210 - Quantitative Reasoning and Analysis♦


    (5 cr.) In this research course, students are provided with the opportunity to develop core knowledge and skills for designing and carrying out quantitative research at the doctoral level, including the application of statistical concepts and techniques. Students explore classical common statistical tests, the importance of the logic of inference, and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to derive statistics from quantitative data and interpret and present results. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    RSCH 8210I - Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with an emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8100H.)
  
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    RSCH 8210T - Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course have the opportunity to develop core knowledge and skills for designing quantitative research at the doctoral level, including understanding data analysis and applying statistical concepts. Students explore classical quantitative research designs and common statistical tests, the importance of quality assurance, and the ethical and social change implications of conducting quantitative research and producing knowledge. They approach statistics from a problem-solving perspective with an emphasis on selecting appropriate statistical tests for a research design. Students use statistical software to calculate statistics data and interpret and present results. Students apply their knowledge and skills by developing a quantitative research plan. 
  
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    RSCH 8250 - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon the knowledge and skills acquired in RSCH 8200 - Quantitative Reasoning and Analysis and experience applying them. Students gain more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200U or SBSF 7100.)
  
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    RSCH 8250C - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students taking this research course build upon knowledge and skills acquired in RSCH 8200C - Quantitative Reasoning and Analysis and receive experience applying them. Students gain more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with an emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200C.)
  
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    RSCH 8250D - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students build upon the knowledge and skills acquired in RSCH 8200 - Quantitative Reasoning and Analysis and have experience applying them in this course. They develop more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and ethical considerations and social change implications of conducting quantitative research and producing knowledge. In this course, students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. They use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200 or EDUC 8800 or EDUC 8900.)
  
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    RSCH 8250I - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students build upon the knowledge and skills acquired in RSCH 8200 - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200.)
  
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    RSCH 8250P - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students taking this research course build upon knowledge and skills acquired in RSCH 8200P - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with an emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200P.)
  
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    RSCH 8250X - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8200X - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200X.)
  
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    RSCH 8250Y - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8200Y - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with an emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200Y.)
  
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    RSCH 8250Z - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8200Z - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. This course approaches statistics from a problem-solving perspective with an emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200Z or AMDS 8437 AND RSCH 8300Z or AMDS 8427 and Residency 3.)
  
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    RSCH 8251M - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8200Z = Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8201M and RSCH 8301M.)
  
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    RSCH 8251Z - Advanced Quantitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8200Z - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests, the importance of quality assurance, and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. In this course, students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200Z or AMDS 8437 AND RSCH 8300Z or AMDS 8427 and Residency 3.)
  
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    RSCH 8260 - Advanced Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course build upon knowledge and skills acquired in the prerequisite quantitative reasoning course and are presented with opportunities to apply them. They are provided with more specialized knowledge and skills for conducting quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts, such as factorial ANOVA, mediation, moderation, logistic regression, ANCOVA, and MANOVA. Students explore existing datasets and apply suitable statistical tests to answer research questions with social change implications. In this course, they approach statistics from a problem-solving perspective with emphasis on selecting the appropriate statistical tests for more complex research questions and social problems. Students use statistical software to perform analyses and interpret and present results. They will apply and synthesize their knowledge and skills by carrying out a quantitative research project. (Prerequisite(s): RSCH 8110.)
  
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    RSCH 8260I - Advanced Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8200C - Quantitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and the ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with an emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. Students use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8200C.)
  
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    RSCH 8261 - Advanced Quantitative Reasoning and Analysis


    (5 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8201 - Quantitative Reasoning and Analysis and are provided experience applying them. Through this course, students are provided with more specialized knowledge and skills for designing quantitative research at the doctoral level, including understanding multivariate data analysis and applying more advanced statistical concepts. Students explore comprehensive quantitative research designs and suitable statistical tests; the importance of quality assurance; and ethical considerations and social change implications of conducting quantitative research and producing knowledge. Students approach statistics from a problem-solving perspective with emphasis on selecting the appropriate research design and statistical tests for more complex research questions or problems. They use statistical software to perform analyses and interpret and present results. Students will apply and synthesize their knowledge and skills by developing a quantitative research plan. (Prerequisite(s): RSCH 8201.)
  
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    RSCH 8300 - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed premise for conducting a qualitative study. (Prerequisite(s): RSCH 8100U.)
  
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    RSCH 8300C - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100C.)
  
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    RSCH 8300D - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100D.)
  
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    RSCH 8300H - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100H.)
  
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    RSCH 8300I - Qualitative Reasoning and Analysis


    (5 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan.  (Prerequisite(s): RSCH 8100P.)
  
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    RSCH 8300P - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100P.)
  
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    RSCH 8300X - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100X.)
  
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    RSCH 8300Y - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100Y.)
  
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    RSCH 8300Z - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): For KAM or mixed-model specializations, SBSF 7100; for course-based specializations, MGMT 8410 and 8420 OR MGMT 8510 and MGMT 8520 OR MGMT 8610 and 8620 OR MGMT 8710 and MGMT 8720.)
  
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    RSCH 8301 - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100).
  
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    RSCH 8301M - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8101M.)
  
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    RSCH 8301Z - Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): For KAM or mixed-model specializations, SBSF 7100; for course-based specializations, MGMT 8410 and MGMT 8420 OR MGMT 8510 and MGMT 8520 OR MGMT 8610 and 8620 OR MGMT 8710 and MGMT 8720.)
  
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    RSCH 8310 - Qualitative Reasoning and Analysis♦


    (5 cr.) Students in this research course are provided with the opportunity to develop basic knowledge and skills for conducting qualitative research at the doctoral level. Students explore the nature of qualitative inquiry, how theory and theoretical and conceptual frameworks uniquely apply to qualitative research, data collection procedures and analysis strategy, and how the role of the researcher is expressed in the ethical and rigorous conduct of qualitative research. Students practice collecting, organizing, analyzing, and presenting data, and they develop a detailed research topic for conducting a qualitative study. (Prerequisite(s): RSCH 8110 or RSCH 7110 or RSCH 6110.)
    ♦ Students may take this as a non-degree course, which means they do not have to be enrolled in a program. Contact an Enrollment Advisor [1-866-492-5336 (U.S.); 1-443-627-7222 (toll)] for more information.
  
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    RSCH 8310I - Qualitative Reasoning and Analysis


    (5 cr.) Students in this research course are provided with the opportunity to develop core knowledge and skills for designing qualitative research at the doctoral level, including understanding data analysis. Students explore the nature of qualitative inquiry; fieldwork strategies and the nature of observation; theoretical approaches to qualitative research; the importance of quality assurance; and the ethical, legal, and social change implications of conducting qualitative research and producing knowledge. They use software to code data and interpret and present results. Students apply their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8100H.)
  
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    RSCH 8350 - Advanced Qualitative Reasoning and Analysis


    (4 cr.) Students in this research course build upon knowledge and skills acquired in RSCH 8300 - Qualitative Reasoning and Analysis and gain experience applying them. Students acquire more specialized knowledge and skills within each of the common qualitative traditions for designing qualitative research at the doctoral level. Students explore more complex qualitative research designs and analyses; multiple approaches to coding and organizing data; core components of a qualitative write-up; the importance of quality assurance; and the ethical considerations and social change implications of conducting qualitative research and producing knowledge. Students will apply and synthesize their knowledge and skills by developing a qualitative research plan. (Prerequisite(s): RSCH 8300.)
 

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