Mimi Engel is an associate professor and chair of the Research & Evaluation Methodology (REM) program in the CU Boulder School of Education. Dr. Engel's work spans several areas including policies that affect P-12 teachers and teacher labor markets; early childhood education (foci include kindergarten, P-3 alignment, mathematics instruction for young children); and contextual influences on children. She currently has a research-practice partnership with Denver Public Schools focused on supporting the District in evaluating and developing equitable teacher policies. The central aim of her research is to provide new information about policies, programs, and administrative factors that have the potential to improve students’ school-related outcomes, particularly among minoritized students. Dr. Engel uses both quantitative and qualitative methods to conduct program evaluations and analyses investigating issues in education policy.
keywords
teacher policies and teacher labor markets, kindergarten, early skill formation, educational policy, mixed methods educational research, early childhood mathematics teaching and learning, research-practice partnerships, program evaluation
EDUC 4716 - Basic Statistical Methods
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Fall 2019 / Fall 2020
Introduces descriptive statistics including graphic presentation of data, measures of central tendency and variability, correlation and prediction, and basic inferential statistics, including the t-test.
EDUC 5716 - Basic Statistical Methods
Primary Instructor
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Fall 2018 / Fall 2019 / Fall 2020 / Fall 2021
Introduces descriptive statistics including graphic presentation of data, measures of central tendency and variability, correlation and prediction, and basic inferential statistics, including the t-test.
EDUC 7326 - Quasi-Experimental Design in Causal Inference in Social Sciences
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Spring 2022
Focuses on experimental and quasi-experimental designs in educational research; applications of the general linear mode; power and statistical efficiency; randomization and control; multiple comparisons; factorial experiments and interaction with fixed-factor and mixed design; analysis of covariance; effects of assumption violations; and related computer programs for statistical analysis. Recommended prerequisite of a graduate-level introduction to stats course.
EDUC 7386 - Educational Evaluation
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Spring 2020 / Spring 2021
Builds an understanding of the range of approaches taken by educational evaluators, focusing particularly on the evaluation of programs. Explores the nature of different evaluation perspectives and how these disparate views translate into methodological and conceptual models. Students develop a familiarity with the most common and influential approaches to evaluation.
EDUC 8230 - An Introduction to Quantitative Methods in Educational Research
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Fall 2022 / Fall 2023
Explores the use of statistics to formalize study designs in educational research contexts. Introduces causal inference, experimental design, descriptive statistics, linear regression, probability, and the basics of statistical inference. Includes lab-based instruction in the use of statistical software (e.g., R, Excel) to conduct data analysis.
EDUC 8240 - Applied Regression Analysis
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Spring 2018 / Spring 2019
Statistical analysis can be a powerful tool for understanding social, educational, psychological, and developmental processes. In this course, we will learn to answer such questions using multiple regression analysis, to develop an understanding of the strengths and limitations of this approach, and practice communicating results clearly and accurately. By the end of the semester, students in this course should be able to critically examine published research using regression and carefully perform their own regression analyses using empirical data. Recommended prerequisites of EDUC 8230 or another course in basic statistical methods.
