1. University of Colorado, Boulder School of Education Key Ideas Margaret Eisenhart (Chair) Tracy Naber (Student) Lorrie Shepard (Dean) 7 Other Members of the Faculty

2. New Approach: First-Year Core 3 Main Strands Big Ideas Quantitative Methods Qualitative Methods 2 Support Strands On-going Program Area Seminars Informal gatherings

3. Need for a First-Year Core Develop a cohort with shared knowledge despite diverse background experiences; and Better integrate substance and methods of inquiry in educational research

4. Need for a First-Year Core (cont.) Big Ideas Cover topics, concepts, theories that - all students of educational research should be familiar with; and - can serve as a springboard for more advanced coursework in each program area

5. Need for a First-Year Core (cont.) Quantitative/Qualitative Methods Better exemplify relationships among methods and the link between research question and method Provide an understanding of theory and practice in both research traditions

6. Need for a First-Year Core (cont.) On-going Program Area Seminars Let entering students pursue their area of specialization during the first year Provide all students a regular and comfortable forum for discussion and presentation of important topics in their area of specialization

7. Need for a First-Year Core (cont.) Informal Gatherings Build stronger collegial relationships and collective identity among students and faculty

8. “Back Story” of Committee Much recent attention to teacher education program (undergrad/MA) but little to doctoral program Faculty committee convened Summer 2002 to address doctoral program revisions Consisted of program area representatives and dean

9. “Back Story” of Committee (cont.) Expanded Fall 2002 to include one student and assistant dean Meets monthly; two proposals taken to full faculty for debate and approval in 2002- 2003

10. Fruitful Questions/Hard Issues What should be included in a “doctoral core”? - How can we cover commonalities and breadth of educational research? - How can we combine general issue content with preparation for a specialization?

11. Fruitful Questions/Hard Issues (cont.) - How can we include traditions, cutting-edge issues, and time-sensitive topics of national or public interest? - How can we integrate theory, method, and practice? - How can we lay the groundwork for a community of scholars to become leaders in educational research?

12. Fruitful Questions/Hard Issues (cont.) How can we ensure that issues of diversity and multicultural education are covered for all students? - Somehow integrated in the core? - In a separate required course? - Also addressed in workshops and seminars?

13. Fruitful Questions/Hard Issues (cont.) What should the focus of our attention to diversity be? - Examination of students’ existing beliefs? - Consciousness-raising? - Community service? - Scholarship on the topic?

14. The need for the core to stress foundations, national issues, and research methods The intent to train students to be leaders in educational research The need for continued attention to diversity The idea that a core is unnecessary The idea that our doctoral students are being trained for something other than educational research The idea that we are “advanced enough” to integrate diversity into all our courses Ideas Affirmed Ideas Rejected