The School of The School of EducationEducation

University of North University of North Carolina at Chapel HillCarolina at Chapel Hill

George W. NoblitGeorge W. Noblit

Robert J. HelfenbeinRobert J. Helfenbein

Innovations in the ProgramInnovations in the Program

Distinguished the EdD as the Distinguished the EdD as the professional degree; the PhD as the professional degree; the PhD as the research degreeresearch degree

Consolidation into one program Consolidation into one program across whole school across whole school

Faculty vote to stand for focus on Faculty vote to stand for focus on social justice and equity social justice and equity

School of EducationSchool of EducationThree EmphasesThree Emphases

Culture, Curriculum and Change Culture, Curriculum and Change (CCC); (CCC);

Early Childhood, Families and Early Childhood, Families and Literacy (ECFL); Literacy (ECFL);

Educational Psychology, Educational Psychology, Measurement and Evaluation Measurement and Evaluation (EPME)(EPME)

First StepsFirst Steps

The School of Education has The School of Education has committed to a seminar consisting of committed to a seminar consisting of faculty and students in Fall 2004 to faculty and students in Fall 2004 to explore possibilities for the PhD at explore possibilities for the PhD at Carolina.Carolina.

Key Question: How do we get this Key Question: How do we get this right?right?

Key IdeasKey Ideas

What is Education Research?- not What is Education Research?- not an answer but a set of argumentsan answer but a set of arguments

What are the quality indicators of What are the quality indicators of an effective program?an effective program?

Where do we fit in ethics?Where do we fit in ethics? How do we continue the work of How do we continue the work of

fostering community across the fostering community across the emphases?emphases?

Key IdeasKey Ideas

Graduate students tend to find Graduate students tend to find groups that study and write groups that study and write together. In many cases, this has together. In many cases, this has led to presentations and publications led to presentations and publications of good quality. of good quality. Why not organize Why not organize the faculty to sponsor the the faculty to sponsor the research the students wish to do research the students wish to do together?together?

First year: Introduction to First year: Introduction to discipline and departmentdiscipline and department

The first year—heavily core courses—The first year—heavily core courses—emphasizes developing ability to critique emphasizes developing ability to critique as well as using knowledge and research as well as using knowledge and research methods and balancing the history of methods and balancing the history of ideas with understanding of significant ideas with understanding of significant new research problems new research problems

Advisors are selected at admission. Advisors are selected at admission. Graduate student mentors, the Graduate Graduate student mentors, the Graduate Student Association and emphasis areas Student Association and emphasis areas all work towards developing communityall work towards developing community

First year: Introduction to First year: Introduction to discipline and departmentdiscipline and department

Fall:Fall: Educ 300:Educ 300: Proseminar (history and critique Proseminar (history and critique

of education and education research), 3 of education and education research), 3 hourshours

Educ 301:Educ 301: Fundamentals of Educational Fundamentals of Educational Research (philosophies of science, multiple Research (philosophies of science, multiple research approaches, ethics), 3 hoursresearch approaches, ethics), 3 hours

First Year Coursework First Year Coursework (cont’d)(cont’d)

Educ 304, 305 or 306Educ 304, 305 or 306: Specialty : Specialty seminars for each PhD emphasis, 3 seminars for each PhD emphasis, 3 hourshours

Educ 307Educ 307: Supervised Research : Supervised Research (whole cohort introductions to the (whole cohort introductions to the nature of academic life with a focus nature of academic life with a focus on research and writing), 1 houron research and writing), 1 hour

Educ 184Educ 184: Statistics (if not taken in : Statistics (if not taken in Masters program), 4 hoursMasters program), 4 hours

First Year Coursework First Year Coursework (cont’d)(cont’d)

Spring:Spring: Educ 302Educ 302:: Theoretical Foundations of Theoretical Foundations of

Educational Research (modern Western Educational Research (modern Western thought and how it applies to ed.res.), 4 thought and how it applies to ed.res.), 4 hourshours

Educ 307Educ 307: Supervised research and writing : Supervised research and writing with a faculty mentor, 1 hourwith a faculty mentor, 1 hour

Electives of 3 to 6 hoursElectives of 3 to 6 hours

Introduction to the research Introduction to the research enterpriseenterprise

Core Courses plus at least two more Core Courses plus at least two more research methods classes; all emphasize research methods classes; all emphasize critique of methods as well as applicationcritique of methods as well as application

Educ 300, 302, and specialty seminars Educ 300, 302, and specialty seminars develop ideas about significant scholarshipdevelop ideas about significant scholarship

Educ 301 focuses on good research Educ 301 focuses on good research questions and their assessmentquestions and their assessment

Educ 307’s to begin research and writingEduc 307’s to begin research and writing Whenever possible, research assistantshipsWhenever possible, research assistantships

Intro. to Research Intro. to Research (cont’d)(cont’d)

Clear emphasis that the PhD is Clear emphasis that the PhD is about research and scholarshipabout research and scholarship

Early and continued encouragement Early and continued encouragement to write for presentation at to write for presentation at professional meetings (often fall of professional meetings (often fall of 22ndnd year) year)