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The School of Education University of North Carolina at Chapel Hill. George W. Noblit Robert J. Helfenbein. Innovations in the Program . Distinguished the EdD as the professional degree; the PhD as the research degree Consolidation into one program across whole school
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The School of EducationUniversity of North Carolina at Chapel Hill George W. Noblit Robert J. Helfenbein
Innovations in the Program • Distinguished the EdD as the professional degree; the PhD as the research degree • Consolidation into one program across whole school • Faculty vote to stand for focus on social justice and equity
School of EducationThree Emphases • Culture, Curriculum and Change (CCC); • Early Childhood, Families and Literacy (ECFL); • Educational Psychology, Measurement and Evaluation (EPME)
First Steps • The School of Education has committed to a seminar consisting of faculty and students in Fall 2004 to explore possibilities for the PhD at Carolina. • Key Question: How do we get this right?
Key Ideas • What is Education Research?- not an answer but a set of arguments • What are the quality indicators of an effective program? • Where do we fit in ethics? • How do we continue the work of fostering community across the emphases?
Key Ideas • Graduate students tend to find groups that study and write together. In many cases, this has led to presentations and publications of good quality. Why not organize the faculty to sponsor the research the students wish to do together?
First year: Introduction to discipline and department • The first year—heavily core courses—emphasizes developing ability to critique as well as using knowledge and research methods and balancing the history of ideas with understanding of significant new research problems • Advisors are selected at admission. Graduate student mentors, the Graduate Student Association and emphasis areas all work towards developing community
First year: Introduction to discipline and department Fall: • Educ 300: Proseminar (history and critique of education and education research), 3 hours • Educ 301: Fundamentals of Educational Research (philosophies of science, multiple research approaches, ethics), 3 hours
First Year Coursework (cont’d) • Educ 304, 305 or 306: Specialty seminars for each PhD emphasis, 3 hours • Educ 307: Supervised Research (whole cohort introductions to the nature of academic life with a focus on research and writing), 1 hour • Educ 184: Statistics (if not taken in Masters program), 4 hours
First Year Coursework (cont’d) Spring: • Educ 302: Theoretical Foundations of Educational Research (modern Western thought and how it applies to ed.res.), 4 hours • Educ 307: Supervised research and writing with a faculty mentor, 1 hour • Electives of 3 to 6 hours
Introduction to the research enterprise • Core Courses plus at least two more research methods classes; all emphasize critique of methods as well as application • Educ 300, 302, and specialty seminars develop ideas about significant scholarship • Educ 301 focuses on good research questions and their assessment • Educ 307’s to begin research and writing • Whenever possible, research assistantships
Intro. to Research (cont’d) • Clear emphasis that the PhD is about research and scholarship • Early and continued encouragement to write for presentation at professional meetings (often fall of 2nd year)
