This is an 18-hour certificate program designed to help professionals at the master’s or post-master’s level to develop skills in quantitative and qualitative research methods, assessment, measurement, program evaluation, and data-based decision-making. Professionals are provided the flexibility to select coursework that supports their development within their specific fields.

Admission Requirements
Students may apply at either the Post-Bachelor’s or Post-Master’s level.

  • Details on the application process can be found at this link!

Program Requirements
The certificate program is 18 hours.

Required Courses (6 hrs):

  • Research Methods: 3 credit hours. Overview of the principles, strategies, and instruments of quantitative and qualitative educational counseling research and evaluation. The course emphasizes informed, research-based decision making at the classroom, school and school system levels, and in community agency settings. ED 502 will have one section for community counseling, school counseling, and school psychology
  • Qualitative Research Methods: 3 credit hours. Prerequisite: ED 502 or consent of instructor. An overview of the principles, strategies, and analysis of qualitative research. The course emphasizes informed, research-based decision-making in schools and social service agencies. The purposes of the course include the creation of research questions, and the development of qualitative designs, data collection, and analysis procedures.

Certificate Electives (6 hrs.):

  • Tests and Measurements: 3 credit hours. Prerequisite: ED 502 or consent of instructor. Basic knowledge and skills related to the selection and use of tests and measurements for individuals planning careers in counseling or psychology in school and non-school settings. Technical skills necessary for selecting and properly employing tests and measurements (reliability, validity, norming, test scores) and major types of tests employed by counselors and school psychologists, such as ability, intelligence, achievement, personality, family, and behavioral.
  • Introductory Statistics: 3 credit hours. Prerequisite:  ED 502 or equivalent. Review of descriptive statistics.  Introduction to statistical inference; interpretation and applied problems in hypothesis testing, including analysis of variance and chi-square analysis.
  • Program Evaluation: 3 credit hours. Provides students with an understanding of the principles of program evaluation and acquisition of techniques necessary to evaluate human service and educational programs. Introduces students to the application of research methodology to assess human service and/or educational needs and the effectiveness of service programs to examine roles of program evaluators as advocates for empowerment of oppressed groups.
  • Psycho-educational Evaluation A or B: 3 credit hours each. (School Psychology students only). Theoretical and practical treatment of the measurement of intelligence and personality. Intensive study of individual psychological tests and other assessment methods and their use with diverse populations, including all exceptionalities. A: pre-school and elementary-age children; B: adolescents.
  • Literacy Assessment and Intervention Models: 3 credit hours. (Professional Teacher – Reading Teacher only). Advanced course in processes and procedures of reading diagnosis and the application of findings to instruction. Candidates develop skills in observing, analyzing, and interpreting reading behaviors and design instructional intervention plans. Examination of current intervention models: classroom, school-wide, and community-based.

580C. SP TP: Promoting Rigorous Assessment and Accountability: 3 credit hours. A major recent trend in education is toward teachers making their instructional and assessment practices more “authentic.”  The purpose of this one week workshop is to examine concretely and conceptually what this term means and how it relates to other forms of evaluation, including standardized assessment. Participants will engage in several activities:

  • Explore diverse meanings and models of authentic assessment and instruction.
  • Compare meaningful lessons and exhibitions responsive to particular standards of authenticity.
  • Identify and address barriers to implementing authentic assessment and instructional practices in their own work context.

Electives From the Student’s Professional Content Area (6 hrs):
Chosen in consultation with major advisor.

  • Resources Available: The Department of Education and Allied Studies currently has two full-time research methodologists who teach courses in assessment, research methods, and measurement. Some of these classes include ED 502 Research Methods, ED 529 Qualitative Research Methods, ED 530 Tests and Measurement, ED 533 Introductory Statistics, and ED 506 Program Evaluation. Field-specific faculty would teach some of the certificate electives, as well as the six hours of electives chosen from the student’s professional content area in School Psychology, School Counseling, Community Counseling, Reading, Teacher Education, Educational Administration, and Educational Technology. A limited number of graduate assistantships are available on a competitive basis in the Department of Education and School Psychology for students admitted to a graduate degree-granting program.
  • Evaluation Plan: The Certificate Program would be coordinated by John Rausch, Ph.D., associate professor and research methodologist in the Department of Education and School Psychology.

Financial Assistance

  • Tuition scholarships are available to all licensed teachers. The scholarship will reduce tuition for graduate courses by 33%.