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School of Education

Doctoral Programs

Ph.D. in Qualitative and Quantitative Research Methodology

Qualitative and quantitative research methodology, (formerly ph.d. in inquiry methodology).

This unique program enables students to focus on quantitative research, qualitative research, or an integrated program of study.

The flexible curriculum enables you to delve deeply into your chosen area of interest, from statistical modeling to ethnography, from discourse and narrative analysis to psychometrics and assessment.

Yet our program is rigorous enough to ensure that all graduates are able to meaningfully contribute to the study of social and behavioral research.

Application Deadlines

Admission requirements.

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

Note: If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

Bachelor’s degree from an accredited institution
Minimum undergraduate GPA of 2.75 out of 4.00
Personal statement
Resume (required from international students only)
Three letters of recommendation
Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

Ph.D. in Qualitative and Quantitative Research Methodology – (formerly Ph.D. in Inquiry Methodology) Program Requirements

Per credit hour

*Does not include fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

Learn about the variety of fellowships and assistantships available to graduate students.
Visit Student Central for information about financial assistance.
Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.

Qualifying Examination

At the completion of course work and before the dissertation, doctoral students specializing in Inquiry Methodology will need to pass a qualifying exam in the form of portfolio of work and an oral examination. This examination is tailored to the student's program of study. All students with a minor in education must also take a minor qualifying examination. Some departments outside of the School of Education waive the minor qualifying examination, under certain conditions.

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As a student you will have the opportunity to focus on methodology through theory and practice that cuts across a divide in qualitative and quantitative methods.

We are dedicated to advancing the understanding of social inquiry, especially with respect to the field of education, and we imagine these possibilities to be necessarily inclusive of methods typically disenfranchised from one another.

This 90-credit hour degree program requires students to spend at least two consecutive semesters on campus. Up to 30 credit hours may be transferred from another institution.

A 12-credit hour minor is also available to doctoral students majoring in other disciplines.

David Rutkowski ED 4234 drutkows@iu.edu (812) 856-8384

Start your life-changing journey

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Quantitative methods, doctor of philosophy (ph.d.), you are here, a doctoral program focused on measurement and evaluation that trains students to create new research methodologies and design empirical data analyses. .

The Quantitative Methods Ph.D. program is designed to prepare future professors at research universities and principal investigators at research and assessment organizations in education, psychology, and related human services fields.

What Sets Us Apart

About the program.

Rigorous coursework across the field of education will prepare students with the tools needed to conduct cutting-edge research and assessment.

Fall: 4 courses; Spring: 4 courses

Research apprenticeship Yes

Culminating experience Dissertation

The Ph.D. program in Quantitative Methods is designed to prepare students for faculty positions at universities as well as important responsibilities at research and assessment organizations. Graduates will be prepared to design first-rate empirical research and data analyses and to contribute to the development of new research methodologies. Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for the M.S.Ed. degree in Statistics, Measurement, Assessment, and Technology (SMART) and the more advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

Doctoral degree studies include advanced graduate coursework, a research apprenticeship, a Ph.D. Candidacy Examination, and the completion of a doctoral dissertation that represents an independent and significant contribution to knowledge. The research apprenticeship provides students with an opportunity to collaborate with a faculty sponsor on an ongoing basis and to participate in field research leading to a dissertation.

For information about courses and requirements, visit the Quantitative Methods Ph.D. program in the University Catalog .

Our Faculty

Affiliated Faculty

Eric T. Bradlow K.P. Chao Professor, The Wharton School Ph.D., Harvard University

Timothy Victor Adjunct Associate Professor, Penn GSE

"Penn GSE’s Quantitative Methods Ph.D. program equipped me with the methodological skills to do impactful applied education research as soon as I graduated."

Anna Rhoad-Drogalis

Our graduates.

Graduates go on to careers as university professors, researchers and psyshometricians for government agencies, foundations, nonprofits organizations, and corporations.

Alumni Careers

Assistant Professor, Texas A&M University-Corpus Christi
Associate Director, Bristol-Myers Squibb
Lead Psychometrician, American Institute of Certified Public Accountants
Research Analyst, Penn Child Research Center, University of Pennsylvania
Senior Director, Educational Testing Service
Senior Researcher, Mathematica

Admissions & Financial Aid

Please visit our Admissions and Financial Aid pages for specific information on the application requirements , as well as information on tuition, fees, financial aid, scholarships, and fellowships.

Graduate School of Education University of Pennsylvania 3700 Walnut Street Philadelphia, PA 19104 (215) 898-6415 [email protected] [email protected]

Christine P. Lee Program Manager (215) 898-0505 [email protected]

Please view information from our Admissions and Financial Aid Office for specific information on the cost of this program.

All Ph.D. students are guaranteed a full scholarship for their first four years of study, as well as a stipend and student health insurance. Penn GSE is committed to making your graduate education affordable, and we offer generous scholarships, fellowships, and assistantships.

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The Penn Early Childhood and Family Research Center aims to advance the use of science in a context of public trust to address problems affecting the well-being of young children and families facing systemic injustice and disadvantage.

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Ph.d. in educational statistics and research methods.

Doctoral student presents research in evaluation, measurement, and statistics with a poster at a college symposium.

The Ph.D. in Educational Statistics and Research Methods (ESRM) prepares students interested in education data science, research methods, statistics, causal inference, psychometrics, and evaluation to develop, critically evaluate, and properly use sophisticated quantitative and mixed methodologies to solve important problems in education.

The Ph.D. in ESRM is a STEM-designated degree program .

Many of our ESRM students and faculty are affiliates of the Data Science Institute , where they participate in seminars, courses, and research projects. ESRM students may elect to earn their Master of Data Science or Masters in Applied Statistics along the way to their PhD in ESRM.

Students will:

Design research projects, focusing either on advancing research methodologies or on applying advanced methods to education issues
Develop assessment instruments
Implement program evaluation
Understand psychometric theory, as well as technical issues underlying construction and use of tests for selection, placement, and instruction
Develop skills in advanced statistical modeling using a variety of software
Examine how these statistical models are applied to areas such as school effectiveness, economic and social stratification, the structure of human abilities, and achievement growth

Doctoral students also present research at conferences, collaborate with faculty on peer-reviewed publications, engage in the work of interdisciplinary research centers through graduate assistantships, and learn in an environment with small class sizes and supportive faculty.

Our graduates accept tenure-track or research faculty positions in research universities as well as research positions in state departments of education, school districts, and organizations such as the Educational Testing Service, Pearson, and Mathematica.

Program Coordinator: Dr. Kenneth Shores

Program Faculty

Program Requirements

Core Content Courses: Core coursework includes two Proseminars ( EDUC 805 , EDUC 806 ) that students take in the first two semesters of their program. These courses introduce the key domains of education research, examined through qualitative and quantitative data collection methods and analyses. Topics include learning and development, curriculum and instruction, school reform, and social contexts of education. These courses also allow students to interact with PhD in Education students across all 6 specializations and PhD in Economic Education students.
Research Methods Core Courses: Students take 15 credits of research methods core courses, including EDUC 856 : Introduction to Statistical Inference, EDUC 812 : Regression and Structural Equation Modeling, EDUC 865 : Educational Measurement Theory, EDUC 874 : Applied Multivariate Data Analysis, and EDUC 850 : Qualitative Research in Educational Settings. These courses combine sophisticated theory with practical application, beginning with an introduction to statistical inference and extending to structural equation modeling, multiple regression, and the use of applied multivariate data analysis.
Additional Required Methods Courses: Students take 9 credits of additional required methods courses, including EDUC 826 : Mixed Methods in Social Science Research, EDUC 863 : Program Evaluation in Education, and EDUC 873 : Multilevel Models in Education.
Elective Methods Courses: Students take 3 or more credits of additional elective methods courses. Topics include Advanced Structural Equation Modeling, Bayesian Analysis and Monte Carlo Simulation, Causal Inference, Data Mining in Education, Experimental and Quasi-Experimental Design, Item Response Theory, Longitudinal Data Analysis, Randomized Field Trials, Secondary Analysis of Large-Scale Survey Data, and Social Network Analysis.
Education Specialization Courses: Students take 6 additional credits of content courses from a specialization area within the PhD in Education. View specialization courses online .
Colloquium Series Course: A one-credit course ( EDUC 840 ) is offered each semester in conjunction with the colloquium series , and students complete a minimum of 4 credits of colloquium. The research colloquia introduce students to the foremost thinkers and researchers in the field of education. Guest scholars are invited to share their research findings with doctoral students and faculty in a setting that encourages collegiality and familiarizes students with a number of scholarly presentation styles and content areas.
Dissertation credits: Nine hours of dissertation credit ( EDUC 969) is required of all PhD students, and additional coursework may be specified by a student’s advisory committee as part of the student’s Individual Program Plan.
Total credits: A minimum of 55 credit hours is required to complete the program.

Download a sample student schedule for this program or view the schedule of course offerings .

Apprenticeship Activities

All of our PhD students are offered full funding for four years. Funded students participate in a 20-hour a week assistantship where they work closely with one or more UD professors, and have opportunities to learn and practice multiple methodologies, analyze data, and co-author academic papers. All students participate in the Steele Symposium, an annual college research forum; submit a publication to a peer-reviewed journal on which they are a coauthor; present their work at a national conference; and develop skills in university teaching.

Most of our students are in residence for all four years of the program (assistantships typically require residency, though there are exceptions). Students are required to complete at least one year in residence (one continuous academic year with 9 credit hours per semester). Students are strongly encouraged to complete this requirement in the first year.

Examinations

All students must pass an assessment based on the work completed in the Proseminars at the end of the first year. After students successfully pass the First Year Assessment, they may enroll in second-year courses. This First Year Assessment fulfills the University requirement for a qualifying examination.

Students must also pass the Fourth Year Exam in order to proceed to the dissertation. The exam assesses student proficiency in integrating various aspects of research methodology to address substantive issues in education.

Dissertation Proposal

Students complete a written proposal for their capstone dissertation project and defend it orally before their advisory committee.

Dissertation and Defense

Students complete a dissertation, an original work of scholarship, meeting SOE, College, University, and professional requirements. They also complete an oral defense of the work before their advisory committee.

Program Policy Document

Students may download the program policy document for complete information about this degree.

Program Requirements for the Master of Arts in Education

The MA in Education provides a master’s degree option for PhD students in good standing who want to obtain a master’s degree in conjunction with their doctoral degree, or for students in good standing who must leave the doctoral program prematurely because of family, health, or personal reasons. Students will not be admitted directly to the MA program, since the program requirements are embedded within the PhD requirements.

Admission Information

Application Process Update: Due to COVID-19, the Ph.D. in Educational Statistics and Research Methods is waiving the GRE requirement for our graduate program for Fall 2024 admission. If you wish to apply without a GRE score, please enter a future GRE exam date into the application when prompted. This need not be an actual exam date. Entering any future date will allow your application to be sent on to our review committee where it will receive full consideration. Reporting your scores is entirely optional. If you chose to not submit a GRE score, this will have no bearing on the competitiveness of your application. If you have any questions regarding this process, email Kenneth Shores ( [email protected] ).

To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process .

Application Requirements

Some application items specific to the PhD in ESRM program include:

Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Graduate College. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2024 applicants. Please see the note at the top of this section.
Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
Applicants should introduce themselves and discuss educational and career goals related to the PhD in ESRM program and how this program is a good match for their interests. Applicants should identify their focus area and potential research interest.
While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
A resume is required.
No writing samples or supplemental documents are required.
International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test-iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications is December 15 for study beginning the following Fall term.

In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

Our full-time PhD in ESRM students receive guaranteed financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .

Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .

We also have conference travel funding available through the the SOE and the UD Graduate College.

Graduate Placements and Jobs

Graduates of this STEM-designated degree program will be well prepared for careers in applied education research in several arenas in both the for-profit and non-profit sectors, such as:

Tenure-track or research faculty at Research-I universities
Research/evaluation staff at national research organizations (e.g., Abt, AIR, Mathematica, MDRC, RAND, Westat)
Research/evaluation staff at local research organizations (e.g., Research for Action, Branch Associates, Research for Better Schools)
Research/psychometric staff at national measurement organizations (e.g., College Board, CTB, ETS, Harcourt/Riverside, Pearson)
Research/evaluation Staff in federal agencies (e.g., Institute of Education Sciences) and regional agencies (e.g., REL Mid-Atlantic)
Research/evaluation Staff at local school districts and state education agencies

Doctoral student engages in research activity with two children

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the UD Graduate College. To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Student Spotlight

Kati Tilley

“Through my assistantship, I have gained critical experience in communicating research findings. One of the most valuable experiences I have had was learning to write and present results to a non-academic audience. I led the development of an individualized report of survey results and presented them in person to the schools who participated in our study.”

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PhD in Research Methodology

Use numbers and data to drive systematic change in education.

A number is not simply a number in our research methodology program. Here, unlike in math or statistics, numbers are not the final answer. With a PhD in Research Methodology, you can work in educational and institutional research, using numbers to tell the story of the human experience and create meaningful change.

Our commitment to you

Upon graduation with a PhD in research methodology from Loyola, you will possess the following knowledge, skills, and professional values necessary to commence a career as an institutional researcher, evaluator, college professor, or researcher at large professional organizations, testing companies, or consulting agencies that provide educational evaluation services.

You will develop expertise in evaluation, statistics, and measurement, and recognize when research findings are being misrepresented or data misused. Our expert faculty will train you in both qualitative and quantitative methodology, including applied statistics and psychometrics. You'll also learn how numbers relate to action, policy, and advocacy.

You will be able to critically evaluate bodies of knowledge from a variety of methodological traditions, use a variety of software programs to implement analyses, and conduct all stages of a research study in applied settings. Plus, you'll participate in a required consulting experience, where you'll conduct a research study and then provide consulting advice to a researcher or organization.

Professional Values

We strive to ensure that our graduates never lose sight of the humanity that number reflect, and become responsible researchers whose conclusions align with their findings. You will engage in ethical, just, and culturally competent research practices.

Program Faculty

Our dedicated Research Methodology Faculty are experts in their fields who will support students throughout each stage of the program.

Program Length

Students typically take up to two or three courses each term and up to two courses during the summer, and completion times for this degree vary with the topic of each student's dissertation. The typical length for this program is five years.

Continuous Enrollment Doctoral students in research methodology are required to maintain continuous enrollment during their program of studies. This means that during each semester of each academic year (excluding Summer Sessions), each student must enroll in at least one course. A formal leave of absence may be granted upon request and the approval of the School of Education’s Associate Dean of Student Academic Services.

Admission Requirements

Interested in applying? Check out the PhD Research Methodology application requirements .

For application related questions, contact Graduate Enrollment Management .
For program structure and academics related questions, contact: Ken Fujimoto , Program Chair

Tuition, Financial Aid and Scholarships

The School of Education and Loyola's Financial Aid Office are committed to helping students secure the necessary financial resources to make their education at Loyola affordable. You can learn more on the Financial Assistance page.

How long will it take to finish the program?

Five years is about the average length of time, especially if the student is not full-time. However a full-time student who transfers the maximum 30 credit hours from another university could complete the PhD in as few as three years. Please note that a maximum of six years is allowed to complete your coursework and dissertation.

Much will depend upon how many courses a student is able to take during any given term. Since the minimum is 20 courses, one should count on two or three years of coursework, another year for taking and passing comprehensive exams and developing a proposal, and at least one more year for the dissertation research.

What can I do with a degree in research methodology?

This degree offers many professional opportunities. Recent graduates work at research firms, testing companies, professional associations or accrediting agencies, nonprofits, and in higher education, including institutional research.

How is the consulting experience structured?

The consulting experience is fulfilled by providing research or statistical consulting. Students, in consultation with their advisor, will determine the form of the consulting. For example, some students have provided statistical analysis assistance to faculty members or other doctoral students at the university, working on a research team with a faculty member in the School of Education. Others have completed a project associated with the student's full-time employment.

University of Denver

Ph.D. in Research Methods and Statistics

Academic Programs

Explore this Section

The education and social and sciences fields have a growing need for professionals with strong skills in research design, statistics, qualitative and mixed methods, and data analysis. The Research Methods and Statistics Program (RMS) provides the courses and experiences necessary to conduct and supervise effective social science research. The program is individually planned around students' backgrounds and career goals. Most students prepare for positions that require consulting, research, developing measurement instruments, policy- making, and teaching. Small seminars, independent projects, and a practicum offer opportunities for an individualized and well-rounded program.

Our goal is to equip you with cutting-edge research skills, a creative educational vision, social responsibility, and sufficient experience in application of your skills and knowledge to achieve mastery. Graduates with RMS degrees hold professional positions in testing and program evaluation companies, non-profit organizations, universities, school districts, and state and service agencies, among others.

Applications are currently under review, look for decision emails coming soon!

Applications open for 2024, core program content.

The RMS Program embraces a holistic and comprehensive view of quantitative and qualitative research methods and the importance of mixed methods designs. Foundations include quantitative and qualitative research, measurement, statistics, mixed methods, and program evaluation. Research methods include classical quantitative methods as well as qualitative approaches. Students can elect to emphasize evaluation or a content area within or outside of education as a minor. All students conduct original research during their studies and are encouraged to present and/or publish their work. Practicum experiences also are encouraged in diverse sites, including school systems, educational research agencies, mental health agencies, and businesses.

Unique Program Features

The RMS program is one of nine programs offered within the Morgridge College of Education. Students may opt to take cognate courses from programs within or outside of the Morgridge College of Education. RMS students take classes with students in programs from across the College. Three features of the RMS Program at DU distinguish it as a strong graduate program:

We have an outstanding faculty. Professors are not only noted in their fields but also demonstrate a deep commitment to students' academic and personal growth. While our professors set high standards for students, they also individualize requirements to meet each student's needs and goals.
We have outstanding students from a variety of backgrounds. A wide range of experiences, creative ideas, sincere dedication to research, and a sense of humor are some of the characteristics of people in our program. We enjoy each other's genuine cooperation, encouragement, and inspiration.
The student-teacher ratio in most of our classes is between 10:1 and 25:1. These small class sizes make it possible to develop meaningful connections, engage in ongoing dialogue about topics of interest, form study groups, and give advice. Personal and professional friendships form and continue long past graduation.

These features contribute to an outstanding educational experience. Professors make themselves readily available for consultation, students support and assist one another, and small class sizes result in rich interaction among students and faculty.

Program Learning Outcomes

The broad learning outcomes of RMS are as follows. Students will:

Acquire a general knowledge of research methods and program evaluation, and advanced knowledge of psychometrics and statistics
Think critically about research
Engage in research serving professional and local communities
Understand ethics as they apply to research RMS outcomes relate to the MCE mission to advance scholarship via practice and encouraging critical thought.

Evaluation of learning outcomes is based on multiple sources: (1) Course grades, (2) Student annual review, (3) Comprehensive exams, (4) Practicum and other research products, (5) Dissertations, (6) MCE surveys of continuing and graduating students, (7) RMS alumni survey, (8) Course evaluations, and/or (9) Faculty/student discussions. Learning outcomes along with assessment criteria and a synopsis of the process for reviewing data are listed below.

Program Requirements

You’ll need to complete 90-quarter credit hours. Other requirements include a:

Research practicum
Comprehensive exam
Dissertation

Admission to the doctoral program requires a master’s degree.

Evaluation & Applied Research Methods

Phd in psychology.

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Claremont Evaluation Center
The Evaluators’ Institute
Institute for Research on Social Issues
Social Identity Lab
Health Psychology & Prevention Science Institute

The Evaluation & Applied Research Methods PhD program focuses on training you in the design and implementation of impactful evaluations that improve the lives of people across a range of settings, including federal health agencies, educational programs, philanthropic foundations, academia, and more.

Program Highlights

All graduate students in Evaluation & Applied Research Methods are encouraged to gain practical experience through projects, internships, or jobs. These opportunities can be frequently accessed through our research centers and affiliates, such as the Claremont Evaluation Center or the Health Psychology and Prevention Science Institute
The curriculum balances technical training in research methods, statistics, and evaluation approaches with your interests by allowing you to select multiple elective courses to develop an area of specialization that fits your career goals and objectives (e.g. health evaluation, educational evaluation, foundation evaluation, international development evaluation, etc.).
We have a generous transfer-of-units policy if you have already earned a master’s degree with an empirical thesis from another institution. If applying for a PhD, you may transfer up to 24 units of relevant coursework and a master’s thesis.
All Evaluation students who request financial aid receive fellowships. DBOS also regularly hires students for paid research positions and teaching assistantships.

Program at a Glance

UNITS 72 units

*Actual completion times will vary and may be higher, depending on full- or part-time course registration, units transferred, and time to complete other degree requirements.

COURSES BEGIN Fall | Spring

DIVISION Division of Behavioral & Organizational Sciences

DEGREE AWARDED PhD in Psychology

Featured Courses

Provides basic understanding of prevalent evaluation theories, systems for categorizing these theories, the process of theory development in evaluation, and more.

Studies descriptive techniques, probability theory, basic statistical distributions (binomial, t, z, X2, F), measures of central tendency and variability, sampling distributions, selected nonparametric methods, and hypothesis testing.

Explores the three facets of evaluation practice as well as the stages of and methods for conducting program evaluations that are theoretically grounded, practical, and useful.

Examines the prevalent ideas that underpin evaluation and its practice.

Requires a 10-hour-per-week commitment to developing and executing a research project with a faculty supervisor who is conducting an ongoing program of evaluation research.

Surveys contemporary research methods in psychology, focusing on research conceptualization, design, and measurement and the logic of minimizing the number of viable alternative explanations for a set of findings.

Evaluation Core Courses (12 units) Theory-Driven Program Evaluation (4 units) Comparative Evaluation Theory (4 units) Evaluation Procedures (4 units)

Evaluation & Related Electives (32 units) Students are often encouraged to take elective courses that help meet their specific career goals. These courses can be selected from the home department of any of the other CGU schools, including the School of Educational Studies, the Drucker School of Management, the Division of Politics & Economics, the Center for Information Systems & Technology, the School of Arts & Humanities, and the Institute of Mathematical Sciences.

Statistics & Methodology (20 units) Research Methods (4 units) Directed Research Seminar: Evaluation (two 2-unit courses) Intermediate Statistics (2 units) Analysis of Variance (ANOVA) (2 units) Applied Multiple Regression (2 units) Categorical Data Analysis (2 units) PSYCH 315 Sequence: Four additional units of Advanced Methodology

Field/Teaching Experience (4 units) Supervised Teaching Seminar (4 units) or Field Placement (4 units)

Transdisciplinary Core Course (4 units) All PhD students are required to enroll in a transdisciplinary core course from the “TNDY” course sequence during their first three semesters at Claremont Graduate University.

PhD Completion

PhD qualifying exam
Dissertation proposal
Dissertation and oral defense

In the Field Opportunities Under the supervision of professionals with expertise in your particular areas of interest, you can participate in fieldwork, research, and paid internships at a range of corporations and organizations, including:

Southern California Edison Company
Kaiser Permanente
Orange County Rapid Transit District
Riverside County Department of Mental Health

Faculty & Research

Core faculty.

Stewart I. Donaldson

Distinguished University Professor Executive Director, Claremont Evaluation Center Executive Director, The Evaluators' Institute (TEI)

Research Interests

Positive Organizational Psychology, Health/Well-Being & Positive Functioning Across Cultures, Program Design & Re-Design, Culturally Responsive Theory-Driven Measurement & Evaluation

Tiffany Berry

Dean, School of Social Science, Policy & Evaluation Full Research Professor

Educational Program Evaluation, K–12 Educational Curricula, Comprehensive School Reform

Extended Faculty

Eusebio Alvaro

Full Research Professor

Social Influence Processes, Health Promotion, Disease Prevention & Medicine

William Crano

Stuart Oskamp Chair of Psychology

Social Influence, Effects of persuasive information on drug addiction and HIV/AIDS, Minority and majority relationships to health information

Jason T. Siegel

Professor of Psychology

Social Psychology, Health Psychology, Persuasion, Survey Research

Michael Scriven

Distinguished Professor

Philosophy, Mathematics, Evaluation methodologies, Critical thinking, Technology studies, Computer studies

Anna Woodcock

Senior Research Fellow

Identity, Identity balance, Stereotypes, Diversity, STEM, Prejudice, Longitudinal Research, Quasi-Experimental Research, Intervention Evaluation, Theory-driven Interventions, Implicit Bias, Implicit identities

Where You Can Find Our Alumni

Missouri Foundation for Health

Director of Evaluation

Davidson Consulting Ltd.

Evaluation and Organizational Consultant

Foundation for Behavioral Health

U.S. Department of State

Foreign Affairs Officer

Lanterman Development Center

Chair of Psychology

National Institute of Justice

Senior Social Science Analyst

Delaware Division of Alcohol and Drug Services

Deputy Director

Brigham Young University

Loma Linda University

Associate Professor of Nursing and Psychology

Request information about the Evaluation & Applied Research Methods program

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Psychology (Quantitative Research Methods), PHD

On this page:, at a glance: program details.

Location: Tempe campus
Second Language Requirement: No

Program Description

Degree Awarded: PHD Psychology (Quantitative Research Methods)

The PhD program in psychology with a concentration in quantitative research methods offers an immersive education in advanced statistical techniques and research methodologies that are employed in the conduct of both basic and applied psychological research.

A collaborative, interdisciplinary approach to research empowers students to deepen their understanding and tackle key issues, such as exploring the limits of existing methods, pushing the methodological frontiers forward, evaluating the effectiveness of established and emerging methodologies, and improving the robustness of psychological research through innovative measurements and analytical methods.

What sets this program apart is its distinguished, award-winning faculty, known for their expertise and dedication to training the next generation of psychological methodologists. Alongside the faculty, students gain practical experience and master techniques in the areas of measurement, study design, data analysis, statistical modeling, and evaluation of the utility of new and existing methods.

Graduates of this program emerge as experts in quantitative research who are prepared to make meaningful contributions to the field by developing and applying sophisticated statistical and methodological solutions to address pressing research issues.

Quantitative Faculty Research Labs

Degree Requirements

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (3 or 4 credit hours) PSY 502 Professional Issues in Psychology (3) or PSY 531 Multiple Regression in Psychological Research (4)

Concentration (3 credit hours) PSY 533 Structural Equation Modeling (3)

Other Requirements (31 credit hours) PSY 530 Intermediate Statistics (4) PSY 532 Analysis of Multivariate Data (3) PSY 534 Psychometric Methods (3) PSY 536 Statistical Methods in Prevention Research (3) PSY 537 Longitudinal Growth Modeling (3) PSY 538 Advanced Structural Equation Modeling (3) PSY 539 Multilevel Models for Psychological Research (3) PSY 540 Missing Data Analysis (3) PSY 543 Statistical Mediation Analysis (3) PSY 555 Experimental and Quasi-experimental Designs for Research (3)

Electives (22 or 23 credit hours)

Research (12 credit hours)

Culminating Experience (12 credit hours) PSY 799 Dissertation (12)

Additional Curriculum Information Electives are determined in consultation with the student's supervisory committee.

Other requirements courses may be substituted for other courses based on consultation with the student's supervisory committee.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

graduate admission application and application fee
official transcripts
SlideRoom application and fee
statement of purpose form
curriculum vitae or resume
three letters of recommendation
proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

ASU does not accept the GRE® General Test at home edition.

To apply to the doctoral program, applicants must follow the instructions on the doctoral program admissions instructions and checklist. It is strongly recommended that applicants download and print the instructions and checklist to ensure completion of the application process and that all required supplemental forms are included.

The Department of Psychology application process is completed online through ASU's graduate admission services, which includes the application form and official transcripts. Application to the Department of Psychology doctoral programs is also completed via SlideRoom, for processing of supplemental application materials. The SlideRoom account requires an additional fee.

Applicants must submit three academic letters of recommendation from faculty members who know the student well. Three letters are required, but four letters of recommendation may be submitted.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, career opportunities.

Quantitative psychologists possess advanced statistical and methodological expertise applicable to various research challenges. While rooted in psychology, their skills find broad applications in fields such as education, heath, neuroscience and marketing. Graduates of the doctorate in psychology (quantitative research methods) program excel in interdisciplinary collaboration and effective communication of complex ideas.

Potential careers induce roles as:

consultants
data scientists
policy analysts
psychology professors
psychometricians
research scientists

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

[email protected]
480/727-4561

2023-2024 Academic Catalog

Loyola university chicago, 2023-2024 catalog.

The Academic Catalog is the official listing of courses, programs of study, academic policies and degree requirements for Loyola University Chicago. It is published every year in advance of the next academic year.

School and Academic Centers and Institutes

Undergraduate academic standards and regulations, arrupe academic standards and regulations, professional license disclosures, accreditation, research methodology (phd).

Use numbers and data to drive systematic change in education

The PhD in Research Methodology requires 60cr hours, the completion of a research portfolio, and a dissertation. Students also participate in a consulting experience, where they conduct a research study and provide consulting assistance to a researcher or organization.

Required Courses

Comprehensive assessment.

A Comprehensive Research Portfolio is required. The portfolio contains three items: a) a report on a research consulting experience, b) a research paper demonstrating the candidates understanding of all phases in the research process and the ability to analyze and interpret data from a research study, and c) a literature review of an issue in the candidate's area of concentration.

Dissertation

A dissertation, as well as an oral defense of the dissertation, is required. Once completed, the final dissertation must be submitted to a publicly accessible database according to Graduate School policy.

Graduate & Professional Standards and Regulations

Students in graduate and professional programs can find their Academic Policies in Graduate and Professional Academic Standards and Regulations under their school. Any additional University Policies supercede school policies.

Learning Outcomes

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Quantitative Methods, PhD

The Ph.D. program in Quantitative Methods is designed to prepare students for faculty positions at universities and important responsibilities at research and assessment organizations. Graduates will be prepared to design first rate empirical research and data analyses and to contribute to development of new research methodologies.

Students who apply directly to the doctoral-level study program following a baccalaureate degree will enroll in the core courses described for M.S.Ed. degree in SMART and the more advanced courses for the Ph.D. degree. This will include the development of independent empirical research projects.

For more information: http://www.gse.upenn.edu/qm/phd

View the University’s Academic Rules for PhD Programs .

The Ph.D. degree program in Quantitative Methods requires a minimum of 20 course units or relevant courses and advanced degree accomplishments. A maximum of eight (8) credits from other institutions may be taken into account in reducing this basic requirement where appropriate.

Required Milestones

Qualifications evaluation (also known as program candidacy).

A Qualifications Evaluation of each student is conducted after the completion of 6 but not more than 8 course units. The evaluation is designed by the specialization faculty and may be based on an examination or on a review of a student’s overall academic progress.

Preliminary Examination (Also known as Doctoral Candidacy)

A Candidacy Examination on the major subject area is required. The candidacy examination is a test of knowledge in the student's area of specialization, requiring students to demonstrate knowledge and reasoning in the key content areas in their specialization as defined by their academic division. This examination is normally held after the candidate has completed all required courses.

Oral Proposal

All doctoral candidates must present their dissertation proposals orally and in person to the dissertation committee.

Final Defense of the Dissertation

The final dissertation defense is approximately two hours in length and is based upon the candidate’s dissertation.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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PhD in Qualitative Research and Evaluation Methodologies

If you have a deep interest in the methodological, theoretical, and ethical procedures and challenges inherent to social science research and evaluation, this is a program for you. Our students contribute to the methodological and theoretical development of qualitative research and program evaluation.

Our program prepares research methodologists to study and develop theories and methods for conducting empirical and conceptual social science research and evaluation in education and other social science fields. Specifically, this program develops scholars and methodologists who are prepared to contribute to the advancement of innovative theories and methods used in qualitative research and program evaluation.

Focus on qualitative methodologies with interdisciplinary topics
Open to students with a variety of educational backgrounds and experiences
Small cohorts support individual faculty attention and mentorship

Video: Overview of Programs Offered by the Qualitative Research Program

Video: Meet the Qualitative Research Faculty

The organization of the research and evaluation methods degree program recognizes the wide variety of specialties in which you might develop research agendas.

Our mission is to build your capacity to contribute methodological expertise to collaborative research efforts through real-world opportunities in which you develop and practice the skills needed in your area of emphasis. As a result of this experience, you will have a broad knowledge of research methods along with specific expertise in a focused methodology. You can use this knowledge to pursue careers as research methodologists and evaluation specialists in higher education, corporations, and non-profit agencies.

The Ph.D. degree is a 54-credit hour degree program in which students engage in advanced study of qualitative theories and methods, mixed methods, and approaches to evaluation.

Core Coursework - 21 hours
Research Seminar - 3 hours
Elective Coursework - 18 hours
Internship - 6 hours
Doctoral hours Minimum of - 3 hours
Dissertation Minimum of - 3 hours
TOTAL - 54 hours

Part 1: Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Qualitative Research and Evaluation Methodologies

Please upload the following materials in your online application:

Personal statement
Curriculum vitae
Writing sample (20-25 pages maximum)

Summary of Application Materials

Both the Graduate School and the academic department review application materials simultaneously. The Graduate School then reviews the department’s recommendation and makes the final determination on admission. As an applicant you will receive a formal letter regarding your admission from the Office of Graduate Admissions. You must be admitted to a program to be eligible to register for courses. Admission is granted for a specific semester and is validated by registration for that semester. Applicants must be admitted to the Graduate School before they are eligible to register. International applicants whose primary language is not English must submit scores from the TOEFL or IELTS tests in addition to a Certificate of Finances form. No application will be considered until all materials are received. To apply to the Ph.D. in Qualitative Research and Evaluation Methodologies, applicants must have completed a master’s degree. GRE scores are required for all applications.

Personal Statement

The program requires a personal statement, usually in the form of a letter of 2 to 3 pages, describing your background, work and research experience, interests in research and/or evaluation methodologies, and career aspirations. Specifically, you should be sure to address the following questions:

What experience or background do you have in research methodologies?
Why are you interested in the study of qualitative or evaluation methodologies?
What research or evaluation questions do you hope to pursue, and why?
In what way will the study of research or evaluation methodologies shape your career?

Writing Sample

You are required to submit a sample of formal writing (20-25 pages maximum). Scholarly or academic writing is preferred whether or not it has been published. If you have not published, recent course papers or work-related reports are appropriate.

Admissions Interviews

After a review of applications, selected applicants will be interviewed by the Ph.D. in Research and Evaluation Methodologies (REM) Admissions Committee early in the Spring semester for a subsequent Fall semester admission.

Deadline To Apply

Log Into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Meet the Faculty View Affiliated Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates Browse Financial Aid

In this program, you will take focused coursework with individual attention from faculty mentors .

Each semester, you will also take part in a seminar that brings together faculty in the qualitative research program to discuss topics of relevance to scholarship and teaching in qualitative research methodologies in higher education.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

Useful Links

Affiliate Faculty
Course List
Graduate Handbook
Summary of Materials Required by Area of Emphasis
Projected QUAL Course Schedule
Qualitative Research Program Community Practices

Testimonials

What first attracted me to the Qualitative Research and Evaluation Ph.D. program was the balance it offers between the philosophy of science and the practical application of research and evaluation. The program’s faculty members are amazing at supporting students’ learning, and at pushing us to be creative, deep thinking, and daring as we explore methodologies. Nuria Jaumot-Pascual, Doctoral Student

My path through the Qualitative Research and Evaluation Ph.D. program had me exploring the depths of qualitative research rarely visited by researchers in the health sciences but that have been essential in my current position as Senior Research Associate at Evidera. Now I find myself often referencing qualitative research theory and history when selecting strategies for new studies or when arranging trainings across my organization. Moreover, the breadth of interests across students in the program provided unique perspectives that enriched my journey. Most of all though, I am impressed with how well the faculty helped guide me through the program, making theory, history, and applied work relevant for my own career goals. Sean Halpin, Former Doctoral Student

I really discovered the world of qualitative research with the Qualitative Research and Evaluation Methodologies Ph.D. program, and the instructors made me adore it. Their support for the students’ learning was so impeccable. They had genial ways to encourage students to think outside the box and to be creative from every point of view, especially when it comes to methodologies. Bidossessi Mariano Ghislain Dossou Kpanou, Former Doctoral Student

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Use the search tool below to discover degree and certificate programs offered by CU Denver. If you are unable to find a program that is right for you, please contact Admissions or a school or college for more information.

Doctor of Philosophy in Education and Human Development, Research and Evaluation Methods

Program overview.

We need researchers who understand societal problems firsthand AND have the tools to tackle them. Join CU Denver’s Doctor of Philosophy (PhD) in Education and Human Development concentration in Research and Evaluation Methods to become exceptionally data savvy and immediately apply your learning to your field. Students gain expertise in methods and advanced analysis techniques while participating in research, evaluation, and teaching experiences.

Office of Recruitment & Outreach

Questions? Email or call us.

The field of education needs experts in data use and research approaches to address critical problems in society. The PhD in Education and Human Development concentration in Research and Evaluation Methods prepares you to become exceptionally data savvy while collaborating with top faculty in the field.

The goal of this concentration is to prepare you to:

Design and carry out meaningful, engaged research in education, human development, and social science fields.
Become collaborative, mindful, culturally responsive researchers and evaluators. We take a strong social justice stance to our field.
Learn advanced quantitative, qualitative, and mixed methods research techniques.

Why Research and Evaluation Methods at CU Denver?

Teaching and research experiences.

You will participate in teaching and research experiences early and throughout the program.

Build Your Dossier

Leverage opportunities to present and publish with your faculty to build a strong resume alongside your coursework.

Conduct Research and Evaluation Studies

As part of the course requirements, you will learn how to design and conduct multiple research and evaluation studies including a dissertation study.

Networking & Collaboration

Gain access to faculty networks while building your own connections through multiple collaboration opportunities across the university and your field of interest.

Program Features

credit hours

4 to 8 years

time to complete

starting semester

application deadline to start in Fall

Online & On-campus

classes available

Funding Available

Funding to support students in this program is available through multiple avenues.

Useful Links

How to apply.

Learn about the application deadlines, requirements, and application process.

Financial Aid & Scholarships

Financial aid is awarded on a first-come first-served basis, we recommend that you submit your application early.

Tuition & Fees

Graduate student tuition rates are calculated per credit hour, and are assessed by course based on the graduate student tuition rates determined by each school and college.

Course Catalog

PhD coursework is intensive and substantive, requiring significant writing, analysis, and critique of theory and professional literature.

Student Testimonials

The faculty in the School of Education & Human Development have been supportive throughout my PhD journey. They provide a space that welcomes and nourishes student diversity, perspectives, and autonomy. My own learning and scholarly work have been enriched through their guidance and rich knowledge.

Phan Bich-Ngoc

Alumni Success Stories

Dr. Janice Thorpe

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Graduate School

Applied Statistics and Research Methods Ph.D.

Degrees and Programs
Doctorate Programs

Admissions Deadlines

Fall Admissions: March 1
Spring Admissions: Oct. 1

Admission Requirements

Applicants must apply to the Graduate School at the University of Northern Colorado before the program area reviews the applicant’s request for admission. Failure to submit all required materials will delay the evaluation and screening of your application.

Each applicant must:

Possess a baccalaureate degree or a master’s degree from a regionally accredited college or university or a comparable degree from a foreign institution.

Have a cumulative GPA of 3.00 or better (on a 4.00 scale) for the most recent degree earned or current degree in progress.

If you are still completing your bachelor's or master's* degree at the time you apply, admission will be based on your current cumulative GPA and you will need to re-submit your official transcript (showing your conferred degree and final GPA) during your first semester. If your final GPA fell below 3.00, you will be given additional requirement s as defined by the academic program that must be met within one calendar year to remain enrolled at UNC.

*The cumulative GPA of your master's degree will be used if 18 or more credit hours towards this degree has been completed.

Take the following steps to be considered for admission:

Step 1: Complete the Application

Complete the online application .

Answer the application questions.
Request three (3) academic or professional letters of recommendation from those who can attest to your academic potential and abilities. You will be asked to supply information for your recommenders in the application.
Domestic Students: $50 non-refundable application fee
International Students: $50 non-refundable application fee

Once you submit your application you will be assigned a n Admissions Portal , allowing you to upload supplemental items, as listed below, and track your application through the admissions process.

Step 2: Request Transcripts

Request one official transcript from any regionally accredited college or university where a bachelor’s degree or higher was earned or is in progress (if you have earned multiple degrees, bachelor’s level or higher, an official transcript is required from each college or university where a degree was conferred). If you received a degree from UNC, you do not need to request a transcript from UNC. The Office of Admissions reserves the right to request that applicants provide official transcripts from other colleges or universities as needed. Applicants who have earned or are directly pursuing a higher degree from a regionally accredited institution without receiving a bachelor’s degree (e.g., PharmD) may be eligible to apply to the Graduate School without the conferral of a bachelor’s degree. Exceptions : If an applicant intends to use Veteran’s Education Benefits, an official transcript from all colleges or universities attended will be required in order to maintain compliance with Veteran’s Affairs policies.

Official transcripts from U.S. institutions should be sent via mail directly from the educational institution in an unopened, sealed envelope or through an electronically secure digital program from the issuing institution. Mailed transcripts should be sent to:

University of Northern Colorado Office of Admissions Campus Box 10 501 20th St Greeley, CO 80639 Electronic transcripts from U.S. institutions should be sent directly from the educational institution to: [email protected] . The Office of Admissions does not accept email, scanned or PDF transcripts directly from applicants. All official transcripts, submitted as part of the application process, are retained by UNC and not returned to applicants or admitted students.

UNC retains submitted transcripts, from institutions other than UNC, for admitted students for up to five years after graduation or date of last attendance at UNC. Transcripts provided by applicants who were not admitted, denied admissions or did not complete their application are destroyed after one (1) year. The Office of Admissions will make every attempt to use previously submitted transcripts if they are within these timeframes. However, if the Office of Admissions cannot locate previously submitted transcripts, the transcripts fall outside the timeframes listed above or they are considered illegible, applicants must provide new transcripts. Applicants with academic credentials from outside the U.S. will need to follow the requirements for submission of foreign transcripts . Click on the Transcripts tab for information about international transcripts.

Step 3: Note About the GRE

This program does not require GRE scores.

Step 4: Supplemental Items

Log back into the Admissions Portal to submit the following:

Statement of Career Goals

Once you apply to the UNC Graduate School and your application packet is complete, your application will be reviewed by the Graduate School and then sent to the faculty/program for an admission recommendation. The timing of the admission decision depends on each individual program’s deadline and review process.

International Applicants

International applicants (non-U.S. citizen/non-U.S. Permanent Resident) please refer to the International Admissions Requirements page for further information about submitting transcripts, English proficiency scores, passport copy and financial documentation.

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Research methods and statistics - phd, admission requirements.

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Graduate research methods in social work

(2 reviews)

Matt DeCarlo, La Salle University

Cory Cummings, Nazareth University

Kate Agnelli, Virginia Commonwealth University

ISBN 13: 9781949373219

Publisher: Open Social Work Education

Language: English

Formats Available

Conditions of use.

Learn more about reviews.

Reviewed by Laura Montero, Full-time Lecturer and Course Lead, Metropolitan State University of Denver on 12/23/23

Comprehensiveness rating: 4 see less

Graduate Research Methods in Social Work by DeCarlo, et al., is a comprehensive and well-structured guide that serves as an invaluable resource for graduate students delving into the intricate world of social work research. The book is divided into five distinct parts, each carefully curated to provide a step-by-step approach to mastering research methods in the field. Topics covered include an intro to basic research concepts, conceptualization, quantitative & qualitative approaches, as well as research in practice. At 800+ pages, however, the text could be received by students as a bit overwhelming.

Content Accuracy rating: 5

Content appears consistent and reliable when compared to similar textbooks in this topic.

Relevance/Longevity rating: 5

The book's well-structured content begins with fundamental concepts, such as the scientific method and evidence-based practice, guiding readers through the initiation of research projects with attention to ethical considerations. It seamlessly transitions to detailed explorations of both quantitative and qualitative methods, covering topics like sampling, measurement, survey design, and various qualitative data collection approaches. Throughout, the authors emphasize ethical responsibilities, cultural respectfulness, and critical thinking. These are crucial concepts we cover in social work and I was pleased to see these being integrated throughout.

Clarity rating: 5

The level of the language used is appropriate for graduate-level study.

Consistency rating: 5

Book appears to be consistent in the tone and terminology used.

Modularity rating: 4

The images and videos included, help to break up large text blocks.

Organization/Structure/Flow rating: 5

Topics covered are well-organized and comprehensive. I appreciate the thorough preamble the authors include to situate the role of the social worker within a research context.

Interface rating: 4

When downloaded as a pdf, the book does not begin until page 30+ so it may be a bit difficult to scroll so long for students in order to access the content for which they are searching. Also, making the Table of Contents clickable, would help in navigating this very long textbook.

Grammatical Errors rating: 5

I did not find any grammatical errors or typos in the pages reviewed.

Cultural Relevance rating: 5

I appreciate the efforts made to integrate diverse perspectives, voices, and images into the text. The discussion around ethics and cultural considerations in research was nuanced and comprehensive as well.

Overall, the content of the book aligns with established principles of social work research, providing accurate and up-to-date information in a format that is accessible to graduate students and educators in the field.

Reviewed by Elisa Maroney, Professor, Western Oregon University on 1/2/22

With well over 800 pages, this text is beyond comprehensive! read more

Comprehensiveness rating: 5 see less

With well over 800 pages, this text is beyond comprehensive!

I perused the entire text, but my focus was on "Part 4: Using qualitative methods." This section seems accurate.

As mentioned above, my primary focus was on the qualitative methods section. This section is relevant to the students I teach in interpreting studies (not a social sciences discipline).

This book is well-written and clear.

Navigating this text is easy, because the formatting is consistent

Modularity rating: 5

My favorite part of this text is that I can be easily customized, so that I can use the sections on qualitative methods.

The text is well-organized and easy to find and link to related sections in the book.

Interface rating: 5

There are no distracting or confusing features. The book is long; being able to customize makes it easier to navigate.

I did not notice grammatical errors.

The authors offer resources for Afrocentricity for social work practice (among others, including those related to Feminist and Queer methodologies). These are relevant to the field of interpreting studies.

I look forward to adopting this text in my qualitative methods course for graduate students in interpreting studies.

1. Science and social work
2. Starting your research project
3. Searching the literature
4. Critical information literacy
5. Writing your literature review
6. Research ethics
7. Theory and paradigm
8. Reasoning and causality
9. Writing your research question
10. Quantitative sampling
11. Quantitative measurement
12. Survey design
13. Experimental design
14. Univariate analysis
15. Bivariate analysis
16. Reporting quantitative results
17. Qualitative data and sampling
18. Qualitative data collection
19. A survey of approaches to qualitative data analysis
20. Quality in qualitative studies: Rigor in research design
21. Qualitative research dissemination
22. A survey of qualitative designs
23. Program evaluation
24. Sharing and consuming research

Ancillary Material

About the book.

We designed our book to help graduate social work students through every step of the research process, from conceptualization to dissemination. Our textbook centers cultural humility, information literacy, pragmatism, and an equal emphasis on quantitative and qualitative methods. It includes extensive content on literature reviews, cultural bias and respectfulness, and qualitative methods, in contrast to traditionally used commercial textbooks in social work research.

Our author team spans across academic, public, and nonprofit social work research. We love research, and we endeavored through our book to make research more engaging, less painful, and easier to understand. Our textbook exercises direct students to apply content as they are reading the book to an original research project. By breaking it down step-by-step, writing in approachable language, as well as using stories from our life, practice, and research experience, our textbook helps professors overcome students’ research methods anxiety and antipathy.

If you decide to adopt our resource, we ask that you complete this short Adopter’s Survey that helps us keep track of our community impact. You can also contact [email protected] for a student workbook, homework assignments, slideshows, a draft bank of quiz questions, and a course calendar.

About the Contributors

Matt DeCarlo , PhD, MSW is an assistant professor in the Department of Social Work at La Salle University. He is the co-founder of Open Social Work (formerly Open Social Work Education), a collaborative project focusing on open education, open science, and open access in social work and higher education. His first open textbook, Scientific Inquiry in Social Work, was the first developed for social work education, and is now in use in over 60 campuses, mostly in the United States. He is a former OER Research Fellow with the OpenEd Group. Prior to his work in OER, Dr. DeCarlo received his PhD from Virginia Commonwealth University and has published on disability policy.

Cory Cummings , Ph.D., LCSW is an assistant professor in the Department of Social Work at Nazareth University. He has practice experience in community mental health, including clinical practice and administration. In addition, Dr. Cummings has volunteered at safety net mental health services agencies and provided support services for individuals and families affected by HIV. In his current position, Dr. Cummings teaches in the BSW program and MSW programs; specifically in the Clinical Practice with Children and Families concentration. Courses that he teaches include research, social work practice, and clinical field seminar. His scholarship focuses on promoting health equity for individuals experiencing symptoms of severe mental illness and improving opportunities to increase quality of life. Dr. Cummings received his PhD from Virginia Commonwealth University.

Kate Agnelli , MSW, is an adjunct professor at VCU’s School of Social Work, teaching masters-level classes on research methods, public policy, and social justice. She also works as a senior legislative analyst with the Joint Legislative Audit and Review Commission (JLARC), a policy research organization reporting to the Virginia General Assembly. Before working for JLARC, Ms. Agnelli worked for several years in government and nonprofit research and program evaluation. In addition, she has several publications in peer-reviewed journals, has presented at national social work conferences, and has served as a reviewer for Social Work Education. She received her MSW from Virginia Commonwealth University.

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PhD/Doctorate

What are acceptable dissertation research methods?

August 16, 2023

Reading time: 3â4 minutes

Doctoral research is the cornerstone of a PhD program .

In order to write a dissertation, you must complete extensive, detailed research. Depending on your area of study, different types of research methods will be appropriate to complete your work.

âThe choice of research method depends on the questions you hope to answer with your research,â says Curtis Brant, PhD, Capella University dean of research and scholarship.

Once youâve identified your research problem, youâll employ the methodology best suited for solving the problem.

There are two primary dissertation research methods: qualitative and quantitative.

Qualitative

Qualitative research focuses on examining the topic via cultural phenomena, human behavior or belief systems. This type of research uses interviews, open-ended questions or focus groups to gain insight into peopleâs thoughts and beliefs around certain behaviors and systems.

Dr. Brant says there are several approaches to qualitative inquiry. The three most routinely used include:

Generic qualitative inquiry. The researcher focuses on peopleâs experiences or perceptions in the real world. This often includes, but is not limited to, subjective opinions, attitudes and beliefs .

Case study. The researcher performs an in-depth exploration of a program, event, activity or process with an emphasis on the experience of one or more individuals. The focus of this kind of inquiry must be defined and often includes more than one set of data, such as interviews and field notes, observations or other qualitative data.

Phenomenological. The researcher identifies lived experiences associated with how an individual encounters and engages with the real world .

Qualitative research questions seek to discover:

A participantâs verbal descriptions of a phenomenon being investigated
A researcherâs observations of the phenomenon being investigated
An integrated interpretation of participantâs descriptions and researchers observations

Quantitative

Quantitative research involves the empirical investigation of observable and measurable variables. It is used for theory testing, predicting outcomes or determining relationships between and among variables using statistical analysis.

According to Dr. Brant, there are two primary data sources for quantitative research.

Surveys: Surveys involve asking people a set of questions, usually testing for linear relationships, statistical differences or statistical independence. This approach is common in correlation research designs.

Archival research (secondary data analysis). Archival research involves using preexisting data to answer research questions instead of collecting data from active human participants.

Quantitative research questions seek to address:

Descriptions of variables being investigated
Measurements of relationships between (at least two) variables
Differences between two or more groupsâ scores on a variable or variables

Which method should you choose?

Choosing a qualitative or quantitative methodology for your research will be based on the nature of the questions you ask, the preferred method in your field, the feasibility of the approach and other factors. Many programs offer doctoral mentors and support teams that can help guide you throughout the process.

Capella University offers PhD and professional doctorate degree programs ranging from business to education and health to technology. Learn more about Capella doctoral programs and doctoral support.

Can I transfer credits into a doctoral program?

January 8, 2020

What are the steps in writing a dissertation?

December 11, 2019

The difference between a dissertation and doctoral capstone

November 25, 2019

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Research Methods

A short guide to research methods.

Research design

It goes without saying that if you ask two kinds of questions you will get (at the very least) two different answers.

It follows from this that the fastest way to derail your research is to spend too little time designing any experiments and related research methods that you intend to use to produce data for analysis.

One of the best ways to develop your own research methodology is to spend time familiarising yourself with the range of approaches that have been taken by others undertaking research in similar areas.

What can you learn from their research design (including the limitations and shortcomings that they may have identified)?

Key issues to consider will include:

Are you aiming to prove/disprove a hypothesis, or explore a more open question?
What constitutes sufficient data for your research (whether experimental data or other forms of data such as primary sources)?
How will you ensure that your data is valid ? I.e. how confidently will you be able to report on the findings of your research?
Is your data reliable ? Have you been objective and would other researchers be able to replicate your project with the same results?

It is important to recognise that most (all?) research is imperfect. It is your job as a researcher to do your best to mitigate potential issues with your research, but also to recognise that your findings may include a number of limitations.

Some research may produce unexpected or negative results. Although that may feel frustrating or disappointing, it does not make your findings any less interesting! Identifying and explaining mistakes and issues is part and parcel of the research process, so be honest and save other researchers from repeating those mistakes in their future research.

The following is an overview of commonly-used research definitions, methods and things to watch out for.

Experimental research

Experimental research usually follows the principles of the scientific method:

the researcher makes an observation to describe a problem.
A testable hypothesis (i.e. prediction) is formulated.
The hypothesis is tested experimentally.
The hypothesis is revised or adapted in light of the findings.

Experimental research usually involves a variable that can be controlled by the researcher and a variable that can be compared. It is often (but not always) carried out in a controlled environment to ensure that the findings are as valid as possible.

Experimental research can be time and equipment intensive, so be sure to check that you will be able to access the appropriate apparatus, tools and laboratory space at the time when you will need it.

Sometimes, but not always, experimental research can be used to make absolute claims, i.e. to prove or disprove a hypothesis. More frequently, it will allow the researcher to refine and adapt a hypothesis and to identify further ways to test the hypothesis experimentally.

Quantitative research

Quantitative research deals with quantities; i.e. numerical data. Quantitative research usually involves the application of statistical analysis techniques to identify patterns and relationships in the data.

There are many issues to consider when you planning to generate quantitative data, such as the size and reliability of your sample. You will need to identify an appropriate statistical analysis technique and consider its implications for your data collection: what data will you need to be able to perform the analysis that you are aiming for?

Although qualitative research is driven by numbers and data, often using large data sets to improve reliability, it is important to recognise that it is rarely possible to draw empirical conclusions.

For more information on statistical analysis tools and techniques, visit the Maths and Statistics Help Service online resources .

Qualitative research

Qualitative research aims to look beyond numerical data to explore the nuances of a problem, or to investigate an area in greater depth. It tends to focus on words and language as a way to explore the multiplicity of perspectives that may be involved in the area of research.

Qualitative research may draw on a very small sample to explore individual experiences in great depth (for example through one or more interviews), or it may involve a very large sample to investigate a range of opinons (for example through a questionnaire or survey). As well as textual or oral data, qualitative research may include observation to generate visual data.

Sometimes qualitative data will be used on its own, for example to develop one or more case studies. However, often qualitative data will be analysed or 'coded' to produce numerical data that can be used to postulate wider conclusions about a number of participants.

There are lots of ways to collect qualitative data, each with their own advantages and disadvantages. For example:

And remember, all research involving living participants will be subject to ethical approval. For more information visit Research Services Ethics and Integrity pages here .

Mixed-Methods Research

Using critical theory.

Critical theory is an approach to research that goes beyond the traditional formulations of quantitative and qualitative research to explore and challenge the socio-historical constructs of knowledge production.

Critical theory is not only about describing the way things are, but is about understanding why things are the way they are. It draws on an analysis of historical processes combined with observation and interpretation of primary sources and data to explore the structural relations, inequalities and repressions that have contributed to the esablishment of the status quo.

Your role as a critical researcher is to understand the discourses and paradigms that have shaped your particular area of study and how it intersects with other related areas. You will also need to unpack your own ideological baggage to understand how your experience may inform your approach to your research area. What are the assumptions or implicit biases that underlie your own belief systems?

Critical theory recognises that no research is ever truly objective. The best you can do as a researcher is to identify the theoretical, social and cultural underpinnings of your work and to acknowledge that your conclusions should be understood within that wider context.

Archival research

Archival research involves the study of materials held in collections both physical and digital around the world.

The University holds some unique and wonderful archives, such as the National Fairground Archive , the National Union of Mineworkers Energy Research Archive and collections of 18th-century playbills from the Theatre Royal, Drury Lane .

Although some archives can be accessed online, in many cases archives must be visited in person and documents ordered in advance to allow staff to access them and make them available to you. Each archive will have its own regulations and procedures and it is important to read and understand them before you visit to avoid wasting your trip.

Sometimes you will be asked to follow strict procedures to access and handle delicate or important documents, which may include using pencils rather than pens, bringing essential items only into the archive in a clear plastic bag or leaving all food, drink and electronic devices outside the reading room.

Working in archives can be an extremely rewarding and exciting experience that gives you first-hand access to documents or materials that may be extremely rare or little-viewed.

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Rhody Today

Graduate students recognized with “three minute thesis” awards for influential research.

KINGSTON, R.I., – April 22, 2024 – Three Ph.D. students at the University of Rhode Island have been recognized for their ability to communicate their research effectively to the public as part of URI’s inaugural Three Minute Thesis (3MT) competition. Each student who entered the competition was challenged to present the content and contributions of their research in a 3-minute “ elevator pitch ” that attempted to capture the attention of a non-specialist audience in a vivid, cogent, jargon-free style – without reverting to academic language – while relying on only a single static slide as a visual aid.

“An 80,000 word Ph.D. thesis would take 9 hours to present. Your time limit… 3 minutes” according to the University of Queensland , which founded the 3MT competition in 2008. 3MT is now replicated at over 900 universities around the world. “3MT cultivates students’ academic, presentation, and research communication skills, . . . and supports their capacity to effectively explain their research in 3 minutes, in a language appropriate to a non-specialist audience,” according to University of Queensland.

The finals of URI’s 3MT competition took place last month, in Lippitt Hall before an audience of nearly 100 spectators. Winners are: Sarah Davis, who is studying biological and environmental sciences; Md Abdullah Al Rumon, a student in electrical engineering; and Helani Singhapurage, who is studying physics.

“Graduate programs are the secret sauce that makes URI such a great place to study and work, and the Three Minute Thesis competition was an incredible opportunity to showcase the innovative work that our graduate students do every day,” said Professor of Chemistry and Graduate School Dean Brenton DeBoef.

Davis’ first-place presentation, “A Crab’s Eye View of the Plastic Pollution Crisis,” about the New England native Jonah crab, highlighted the urgent threat that pollution poses to ocean life.

According to Davis, the greatest threat to this species is the level of plastic pollution in the ocean. When the plastic refuse breaks down, becoming microplastics, ingesting these synthetic materials becomes unavoidable for ocean-floor scavengers like crustaceans.

Second-place winner Al Rumon, wrote his thesis on a device that would more efficiently monitor the vital signs of infants in neonatal intensive care units. His “smart belt” device is a “softer” non-invasive way to gather essential medical information from infants and newborns in delicate conditions.

Current standard equipment for taking vital signs in infant intensive care units is composed of equipment, including leads for monitors and tubes that are fastened directly to the baby’s skin, which has many drawbacks, says Rumon. Not only can the wires damage or irritate the skin of a newborn, causing bleeding and contact dermatitis, they can prevent the baby from moving freely, making it more difficult for mothers and nurses to hold them. Al Rumon’s belt design is simpler than what exists now for taking vital signs. An article on the $2.6 million grant awarded by the National Institutes of Health to al Rumon and the team developing this device was featured in Rhody Today on Oct. 19, 2023.

Singhapurage, was voted winner of the people’s choice award by the audience, for her research in the field of physics. Singhapurage’s thesis explores light refraction on the microscopic level, and compares the refractions of different kinds of light on different materials by measuring the vibrations emitted.

Studies of this sort have been conducted before, but Singhapurage’s methods of light and vibration measurement allowed her to discern minute variations in the emitted frequencies that speak to the chemical differences of the material, and perceived differences in its color.

DeBoef, who judged the event, along with Jen Riley, dean of the College of Arts and Sciences; Vinka Oyanedel-Craver, professor and associate dean of research in the College of Engineering; and Christopher Lavan, associate vice provost for the advancement of teaching and learning, called the event a resounding success.

You can view the presentations of all the winners and see the list of the 10 finalists HERE

This story was written by Samantha Melia, a senior journalism and political science major at the University of Rhode Island and an intern in the Department of Marketing and Communications.

Washington State University
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Second chances: Graduate student receives NSF research fellowship

Sonja Sargent Sparks started life over again in her thirties, and her renewal has led to success as the recipient of a National Science Foundation Graduate Research Fellowship.

The highly competitive fellowship award, one of 2,000 given nationwide, will provide three years of financial support for Sargent Sparks, a PhD student in the School of Mechanical and Materials Engineering.

Sargent Sparks was living in Tacoma when she decided to enroll in Bates Technical College to learn about 3D printing and CAD modeling. Although she had little math background, she soon became interested in engineering and decided to pursue a mechanical engineering degree, eventually transferring to and then graduating from WSU.

“I chose WSU Pullman because I heard that it was a positive and collaborative atmosphere, and that has since proven to be true,” she said. “Additionally, I had heard about research opportunities in Pullman and wanted to try out research. It turns out — I really enjoy research, so I decided to stay and pursue my PhD in mechanical engineering under my advisor, Dr. Kaiyan Qiu.”

Qiu, Berry Assistant Professor in the School of Mechanical and Materials Engineering, is working to design, fabricate, test, and optimize a flexible 3D-printed biomimetic sharkskin. The researchers hope that the materials they develop will reduce drag in the water with possible applications in underwater vehicles, robots, and swimsuits.

Studied since the 1980s, shark skins are covered with thousands of small, tooth-like structures called denticles that reduce drag, save energy, and allow sharks to swim quickly and efficiently. Because of their tightly packed arrangement, the denticles also serve to fight off microbial infections.

In trying to develop an artificial sharkskin with similar properties, the researchers are working to understand the optimal arrangement, size, spacing, thickness, and height for the imitation denticles. The researchers are using both experimental and simulation methods to try to optimize a biomimetic sharkskin.

“Our final goal is to optimize the biomimetic surface and reduce the drag for different underwater applications,” said Qiu.

As she is continuing her studies as a graduate student and now as the recipient of a prestigious fellowship, Sargent Sparks is grateful for second chances.

“I am profoundly honored to receive this prestigious award. It symbolizes not just a personal achievement, but a testament to the path that brought me here,” she said. “Without the investment and encouragement of those who believed in me every step of the way, I wouldn’t stand where I am today. I am deeply grateful for this and excited to continue with this journey.”

In addition to Sargent Sparks, WSU alumnus Gunnar Sly also received one of the NSF fellowships for his studies at Penn State University.

Regents start search process for next WSU president

Extension tackles climate awareness

Regents approve new degree programs, discuss faculty listening sessions

WSU President Kirk Schulz to retire in June 2025

New clinic improves access to timely care for children with autism spectrum disorder

Mellon Foundation awards $1.5 million grant to WSU’s Mukurtu platform

Mary garcia receives excellence in online teaching award.

PhD students earn major NSF graduate research fellowships

Three Electrical, Computer and Energy Engineering graduate students have received 2024 National Science Foundation (NSF) Graduate Research Fellowships for their promising quantum and metameterial antennas research.

This year, the NSF awarded 27 students from CU Boulder , including 18 from the College of Engineering and Applied Science with the 2024 graduate research fellowship, a prestigious award recognizing students in a wide variety of STEM disciplines, exploring some of the most pressing issues of our time.

Each recipient will receive three years of financial support, including an annual stipend of $37,000, as well as professional development and research opportunities.

Aliza Siddiqui

Advisor: Joshua Combes Lab: Combes Group

Bio: Siddiqui is a first-year PhD student with a research concentration in Quantum Engineering and Architecture. She graduated from Louisiana State University, home of the Tigers, with a degree in computer science.

My proposal involves creating a new benchmarking/testing framework for the next generation of error-corrected quantum computers. Given the noise of physical qubits, recent work has suggested combining the state of several physical qubits to create a logical qubit. I will collaborate with Dr. Josh Combes and Sandia National Labs for my PhD. Through this work, the quantum community will have a tool-kit that will help us determine how well a quantum computer performs, diagnose what and where the issues are and create solutions to realize full-scale, error-corrected quantum systems.

Dylan Meyer

Advisor: Scott Diddams Lab: Frequency Comb & Quantum Metrology Lab

Bio: Meyer is a first-year PhD student in the FCQM group. He received his undergraduate degree from the University of Alabama in Electrical Engineering.

My research proposal is the development of highly stable and robust millimeter wave time and frequency (T&F) transfer, supporting T&F transfer between atomic clocks. T&F transfer is used to create clock networks that are essential for positioning and navigation, such as GPS and essential infrastructure like the Internet and power grid. These technologies support up to $1 billion dollars of trade and financial transactions a day. In addition, these clock networks are capable of fundamental science experiments capable of probing new and exciting questions related to physics and geodesy.

Advisors: Cody Scarborough and Robert MacCurdy Lab Groups: EMRG and MAClab

Bio: Pham received their Bachelor's and Master's degrees in Electrical & Computer Engineering from the University of Oklahoma, where he conducted research on RF filters. After graduating, he worked for 3 years in industry as an RF engineer developing radar systems. He will begin his PhD this fall 2024.

My research proposal is on the application of multi-material additive manufacturing techniques for metamaterial antennas. Metamaterial antennas are capable of more sophisticated capabilities and unique form-factors compared to conventional antennas. By leveraging multi-material additive manufacturing, there are more degrees-of-freedom for the shape and composition of the metamaterials. This research would enhance the design flexibility and capabilities of next-generation antennas to meet the growing performance demands of future wireless systems.

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Taking research to new places: Killam scholar trades Atlantic coast for expansive mountain ranges

Mia Samardzic - April 22, 2024

This article is part of a series profiling the inaugural Killam International Research Award recipients who traveled abroad in 2023.

This time last year, biology PhD student Sam Walmsley was carrying out his research on an endangered population of northern bottlenose whales found in waters close to Nova Scotia — but he was far from the Atlantic coast himself.

Walmsley was one of three recipients selected for the inaugural Killam International Research Award launched in the fall of 2022, which provides rich global experiences for exceptional Killam scholars by offsetting the costs of undertaking research outside of Canada for up to three months.

The award gave Walmsley the opportunity to travel to Zurich, Switzerland from March to May of last year, where he worked with professor Dr. Adrian Jaeggi, who leads a lab investigating the evolution and ecology of human behaviour.

Understanding whale societies

Walmsley’s research aims to uncover the evolutionary origins and functions of whale societies, which share some similarities with human societies that aren’t found in any other animal groups.

“Understanding why these similarities arose despite such different physical environments will allow us to explain the evolution of these traits across species,” he says.

“Studying whales can offer a unique window into the origins of social living, meaning that we can ask questions like 'Why do some species form friendships and not others?' or 'What prompts individuals to cooperate with non-relatives?' For whales specifically, understanding how individuals interact with one another and share knowledge can become important for conservation. For example, social patterns may affect a population’s susceptibility for disease, or influence risky group movements as seen in mass stranding events.”

The Killam International Research Award exposed Walmsley to cutting-edge quantitative tools developed by researchers at the University of Zurich, serving as a lens into evolutionary history and helping to explain the origins of social complexity.

“Though originally applied to human evolution, applying this method to whales allows us to ask new questions like 'Were ancient whale species solitary, or did they rely on others?' This allowed me to expand my research beyond Nova Scotian waters to compare and model societies from whale and dolphin species all around the world.”

International immersion

The opportunity to expand his research in a major way wasn’t the only highlight of Walmsley’s trip.

“It was thrilling to immerse myself in the academic environment at the University of Zurich and the cultural environment of Zurich itself. Outside of my studies, I was able to explore the local mountains, consume many delicious cheeses, and even float down the Limmat River in an inflatable boat with my lab mates one Sunday afternoon. I am enormously grateful to professor Jaeggi and the members of his lab who made it such an interesting and enjoyable experience,” he says.

Walmsley describes being a Killam Scholar as an incredible privilege, granting him the opportunity to explore ideas with global experts in his field.

“Applying the new methods I was exposed to in Zurich to whale populations allows me to expand the scope of my thesis and situate my study of northern bottlenose whales in a wider evolutionary context,” he says. “There is a growing recognition that human impacts can disrupt the social structure of wild animals, which in turn can have consequences for the survival of the population. By monitoring and learning from these whales, I hope that we can continue to ensure their protection for years to come.”

Learn more about the Killam advantage and opportunities at Dalhousie University.

Recommended reading: New Dal‑based Killam award opens (lab) door for tumour researcher (from the same series)

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Shocker students earn coveted NSF graduate research awards

By WSU Strategic Communications

Three Wichita State University students have secured the prestigious Graduate Research Fellowship from the National Science Foundation — an award worth $159,000 over three years.

The students — Anthony Ciletti, a senior in mechanical engineering; Reilly Jensen, who is pursuing a master’s degree in biomedical engineering; and Max Proctor, a second-year master’s student studying biological sciences — were chosen among more than 12,000 students nationwide who applied for the fellowship.

According to the NSF, the Graduate Research Fellowship Program “recognizes and supports outstanding graduate students who are pursuing full-time research-based master's and doctoral degrees in science, technology, engineering and mathematics or in STEM education.”

Anthony Ciletti

Ciletti came to Wichita State from Lucas, Texas, about an hour outside of Dallas. Among the 13 colleges he visited and considered, he chose WSU for its connections to the aircraft industry and the opportunities available through the National Institute for Aviation Research.

“My visit here turned WSU from another university I didn’t even know existed into my top choice,” he said.

During his first year at WSU, Ciletti connected with Dr. Bhisham Sharma, former WSU assistant professor of aerospace engineering. Sharma invited Ciletti to work on the research being done at the Mechanics, Acoustics and Dynamics Laboratory (MADLab). The project focused on using 3D printing to study new designs and structures for materials that absorb sound.

“In my first year working with Dr. Sharma, I wore a lot of hats, learned a lot and assisted with other projects. I worked on 3D printing, topology creation software, acoustic measuring equipment, image processing and acoustic analysis,” Ciletti said.

Eventually, Ciletti settled into his own research focusing on developing a method to predict the acoustic performance of non-periodic porous materials using 3D representations, aiming to streamline the design process for specific applications.

“The research I’m doing is certainly quite different from the traditional focuses of aerospace in the big four — aerodynamics, structures, propulsion and stability and control. But advancing aerospace design is a multi-disciplinary effort, where every aspect of flight and operations needs significant attention and specialized solutions,” he said. “I hope the work I’m doing will be a small part of what makes the next generation of aircraft faster, safer, greener and — in my case — quieter.”

Ciletti also works with NASA on his research. He is an Experiential Aeronautics Fellow with NASA in Kansas and has been an intern at NASA Langley’s Liner Physics Team.

“Anthony's research bridges the gap between fundamental materials science and real-world applications, aiming to create quieter, more efficient and ultimately safer airplanes,” said Dr. Anthony Muscat, dean of WSU’s College of Engineering.

Ciletti will graduate from Wichita State with a bachelor’s degree in May and will then attend graduate school.

Reilly Jensen

It was his grandmother who inspired Reilly Jensen’s proposal on his Graduate Research Fellowship application. Through his research, Jensen wants to use a radio frequency resonator alongside artificial intelligence to detect and classify cerebral strokes in a rabbit model.

“My grandmother suffered from a stroke around this time last year. Though she had a wonderful recovery, I realized how critical the time from the onset of stroke to treatment is,” Jensen said. “If a more rapid method for detecting and classifying strokes can be developed, more of the 13.7 million strokes reported every year will have better outcomes.”

Jensen came to Wichita State from Buhler, Kansas, to pursue his graduate studies after earning a bachelor’s degree from Kansas State University.

“I was impressed with the facilities, faculty and resources available to the students when I first toured the campus. Additionally, I get the opportunity to be closer to family,” he said.

His stroke research will involve microwave sensing and imaging, animal models of cerebral stroke, machine and deep learning methods, and the impact of cerebral strokes on public health.

"Reilly’s research aims to develop a rapid, easy-to-use microwave sensor for stroke detection, potentially improving patient outcomes by expediting diagnosis and treatment,” Muscat said.

After he completes his master’s research, Jensen said he’ll pursue his Ph.D. and then possibly work with brain-computer interfaces.

“Ultimately, I hope to contribute to research which will reduce suffering in the world via engineering principles,” he said.

Max Proctor

When someone asked Dr. Mary Liz Jameson, professor of biological sciences, if she’d heard Max Proctor’s good news, she had to pause and ask, “Let’s see: Which of Max’s exciting news are you referring to?”

Not only has Proctor earned the NSF’s Graduate Research Fellowship, but he has also completed his thesis and earned a fellowship in Taiwan to study Hercules beetles.

Beetles are a big deal for Proctor. In fact, they’re the reason he came to WSU.

“I came to Wichita State so I could work with Dr. Mary Liz Jameson,” he said. “Dr. Jameson is a highly regarded specialist of scarab beetles, which are my favorite. Dr. Jameson has a reputation for being an amazing advisor so I knew her lab would be the perfect place.”

Proctor’s research focus is on the evolution and ecology of animal weapons, and he examines how larval diet and temperature alter the expression of horns in the dung beetle.

“Many scarab beetles have elaborate horns and weapons that make you question how could nature get so crazy!” he said.

For the NSF award, Proctor proposed “to determine why certain animal species evolved multiple different kinds of weapons.”

For that, he will travel to Taiwan to study the Dicronocephalus wallichii, or the reindeer beetle, which “uses both horns and extended forelimbs to fight.”

“The research Max proposed for his GRPF is his big dream – since the first day that I spoke with him about his aspirations,” said Jameson. “It is important to dream big.”

The NSF award will give Proctor an opportunity to focus completely on his research, said Dr. Andrew Hippisley, dean of the Fairmount College of Liberal Arts and Sciences.

The highly competitive award will provide Proctor with the support needed to pursue his passion: three years of financial aid that includes an annual stipend of $37,000.

“What this means is that Max can focus 100% on his education and make a strong start to what looks like an exciting research program. I am thrilled for him,” Hippisley said.

About Wichita State University

Wichita State University is Kansas' only urban public research university, enrolling more than 23,000 students between its main campus and WSU Tech, including students from every state in the U.S. and more than 100 countries. Wichita State and WSU Tech are recognized for being student centered and innovation driven.

Located in the largest city in the state with one of the highest concentrations in the United States of jobs involving science, technology, engineering and math (STEM), Wichita State University provides uniquely distinctive and innovative pathways of applied learning, applied research and career opportunities for all of our students.

The Innovation Campus , which is a physical extension of the Wichita State University main campus, is one of the nation’s largest and fastest-growing research/innovation parks, encompassing over 120 acres and is home to a number of global companies and organizations.

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Dylan Meyer. Advisor: Scott Diddams Lab: Frequency Comb & Quantum Metrology Lab Bio: Meyer is a first-year PhD student in the FCQM group.He received his undergraduate degree from the University of Alabama in Electrical Engineering. My research proposal is the development of highly stable and robust millimeter wave time and frequency (T&F) transfer, supporting T&F transfer between atomic clocks.
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Biology PhD student Sam Walmsley travelled to Zurich, Switzerland last year after receiving the inaugural Killam International Research Award, an opportunity that enabled him to apply new methods to expand the scope of his study of northern bottlenose whales in a wider evolutionary context.
Shocker students earn coveted NSF graduate research awards
Three Wichita State University students have secured the prestigious Graduate Research Fellowship from the National Science Foundation — an award worth $159,000 over three years. The students — Anthony Ciletti, a senior in mechanical engineering; Reilly Jensen, who is pursuing a master's degree in biomedical engineering; and Max Proctor ...

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