My teaching philosophy: I enjoy teaching quantitative methods and communicating with students. I understand that many students dislike calculating numbers and solving equations, and that statistics and quantitative technique classes are demanding, anxiety-inducing, and difficult. Thus, my teaching strategy aims to explain difficult statistical topics in clear and plain language, enable individual student learning, and encourage students to adopt statistics as a key approach for their research. My primary goals as a teacher are twofold: (1) to establish equity-minded and student-centered learning settings, and (2) to help students gain understanding and confidence in statistical approaches.
For Master's Students
For Undergraduate and Master's Students
For Master's Students
For Master's Students
This course covers statistical modeling concepts including regression, multiple regression, moderation and mediation, part and partial correlation, effect and dummy coding, logistic regression, analysis of covariance, structural equation modeling, multilevel modeling, Bayesian SEM, etc. Analyzing data with R programming and interpreting results are emphasized.
For Doctoral Students only
The purpose of this course is to familiarize students with the descriptive and inferential statistical procedures. Students will gain an intuitive and computational understanding of frequency distributions and graphs, measures of central tendency and variation, normal distribution, correlation, analysis of variance, regression, moderation and mediation, factor analysis, structural equation modeling, Bayesian SEM, etc. Emphasis will also be placed on analyzing the data with R programming and interpreting the results of R output.
For Doctoral Students only
Prerequisite: admission to the program
This course examines assessment practices, planning strategies, and evaluation processes in K-12 and higher education settings. Addresses current issues and trends in the field of education related to school accountability. students will learn fundamental concepts of measurement theory, and process, understand common issues, and identify how to create equitable assessments by connecting validity, reliability, and the test construction process to educational equity. We need to consider and discuss “how can we promote educational equity through measurement and assessment?”
For Master's Students