Faculty in the Social Research Methods (SRM) develop and apply state-of-the-art qualitative and quantitative methods for research, assessment, and program evaluation in education. Our faculty have expertise ranging from design-based research, ethnography and interviewing, to statistics, measurement, and data science. Students will learn the theory underpinning social research methods and how to apply them in sophisticated and innovative ways to inform education policy and practice.
Key Intellectual Areas
Our faculty work to advance and apply state-of-the art qualitative and quantitative methods for research, assessment, and program evaluation in education. We have expertise ranging from design-based research, ethnography and interviewing, to statistics, measurement, and data science. Students will learn the theory underpinning social research methods and how to apply them in sophisticated and innovative ways to inform education policy and practice.
Student Learning and Experience
In the academic graduate program, SRM faculty teach (a) basic introductory courses to build a broad appreciation of social research methods, (b) advanced courses that invite deeper engagement with particular specialist fields and techniques and (c) mentor students through the milestones of their individual curricula to achieve their degree goals partly through ongoing seminars and research groups, and partly through individual mentoring of students. Students will also, generally, (d) work on specific funded projects led by or led in part by SRM faculty.
As noted above, students will be expected to engage with at least one seminar or research group and one research project each semester. This may involve some changes over the years, but they are encouraged to find a “home” group that they are mainly engaged with. Within that group, students will be mentored by more senior students, and, in turn take a role in mentoring more junior students as time goes by. This is, of course, monitored and sustained by the academic advisors for each student in SRM. SRM has regular events, usually one formalish event each semester (a party in Fall and a lunch in Spring)—recently this has been augmented by a series of round-robin visitations with faculty and students from and to the group at Stanford. The group makes an effort to have several students visit the annual AERA and NCME joint conferences in Spring and share their work and experiences during the BEAR Seminar in late Spring. On completion of their doctoral dissertations, graduates are invited to give a “dissertation seminar” to celebrate their accomplishments.
As noted above, students will be expected to engage with at least one seminar or research group and one research project each semester. This may involve some changes over the years, but they are encouraged to find a “home” group that they are mainly engaged with. Within that group, students will be mentored by more senior students, and, in turn take a role in mentoring more junior students as time goes by. This is, of course, monitored and sustained by the academic advisors for each student in SRM. SRM has regular events, usually one formalish event each semester (a party in Fall and a lunch in Spring)—recently this has been augmented by a series of round-robin visitations with faculty and students from and to the group at Stanford. The group makes an effort to have several students visit the annual AERA and NCME joint conferences in Spring and share their work and experiences during the BEAR Seminar in late Spring. On completion of their doctoral dissertations, graduates are invited to give a “dissertation seminar” to celebrate their accomplishments.