University of North Carolina at Charlotte



EDUC 3790 Honors Thesis in Education (3 hours)

College of Education, Honors Program

University of North Carolina Charlotte

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Course Description

In this course honors students conduct their research and data analysis, and they write and defend their thesis before their honors committee. A grade of “A” is required for honors recognition from UNC Charlotte. The thesis must be approved and substantially completed (only minor, editorial revisions remain) prior to the student teaching semester. (Prerequisite: completion of EDUC 3789 with a grade of “C” or better.) Fall semester, day.

Course Prerequisites

Completion of EDUC 3789 with a grade of “C” or better.

Text(s)

Publication Manual of the American Psychological Association, 5th ed, (2001)

Handbook: Honors in Education, College of Education (2008)

Course Rationale

This course is Part II of the honors in education course sequence and is monitored by the thesis advisor. The thesis advisor and reader administered the honors thesis and report a grade to the “instructor of record” for this course. A student must receive a grade of “A” for the thesis course to be granted university honors at graduation. A grade lower than “A” for this course results in being dropped from the Honors in Education program.

Course Topics

▪ Formatting the Thesis

▪ Thesis literature review

▪ Thesis methods

▪ Thesis data analysis

▪ Thesis conclusions and implications

Course Goals

Based upon assignment and selected readings, students will:

▪ Plan, propose, and execute a research project

▪ Demonstrate understanding of significant theory, philosophy and research in education with a particular strength in the student’s area of interest or specialization

▪ Demonstrate understanding of research methods for data collection, analysis, and reporting

▪ Select and assemble materials into a professional format that represents the work completed

Course Assignments/ requirements

The sole assignment is the completion of the honors thesis, to be graded independently by the honors chair and reader. In case of different grades, the department chair will appoint a third reader to break the tie and determine a final grade for the thesis.

Academic Integrity: All UNCC students have the responsibility to be familiar with and to observe requirements of the UNCC Code of Student Academic Integrity (refer to the Graduate Catalogue). This code forbids cheating, fabrication or falsification of information, multiple submission of academic work, plagiarism, abuse of academic materials (such as library books on reserve), and complicity in academic dishonesty (helping others violate the code).

Sexual harassment: Students are required to abide by the university policy expressed at

Plagiarism: All students are required to abide by the Code of Student Academic Integrity available on-line at

College of Education Commitment to Diversity

The College of Education at UNC Charlotte is committed to social justice and respect for all individuals, and it seeks to create a culture of inclusion that actively supports all who live, work, and serve in a diverse nation and world. Attaining justice and respect involves all members of our community in recognizing that multi-dimensional diversity contributes to the College’s learning environments, thereby enriching the community and improving opportunities for human understanding. While the term “diversity” is often used to refer to differences, the College’s intention is for inclusiveness, an inclusiveness of individuals who are diverse in ability/disability, age, economic status, ethnicity, gender, language, national origin, race, religion, and sexual orientation. Therefore, the College aspires to become a more diverse community in order to extend its enriching benefits to all participants. An essential feature of our community is an environment that supports exploration, learning, and work free from bias and harassment, thereby improving the growth and development of each member of the community.

Individual Needs

It is our goal (and University policy) to provide, on a flexible and individualized basis, reasonable accommodations to students who have disabilities that may affect their ability to participate in course activities or to meet course requirements. Students with disabilities or other needs are encouraged to contact me early in the semester to discuss their individual needs for accommodations.

Link to Conceptual Framework

Students at UNC-Charlotte use their knowledge base to become excellent professionals to teach specific content, skills and concepts including those that support literacy development of all learners across subject areas. They use best practices when making decisions about instructional strategies that support students reading and writing as they design instruction for students at the primary and secondary level. They engage in critical analysis and reflective thinking about how they implement lessons that support students’ reading and writing in content areas. They are to be responsive teachers concerning instructional challenges in ways that demonstrate their respect for human differences and diverse learners. They work collaboratively with peers and clinical teachers to provide instruction that is based on their knowledge of developmental, cultural, individual, and age appropriate methods for supporting the literacy learning of students across grade levels and are expected to show leadership within their schools, classrooms and communities. Students enrolled in this course will engage in educational research by exploring the literature and developing their own Master’s research projects. This endeavor will help them develop their knowledge base, become reflective and responsive in both their teaching and research, understand diverse research methodologies and provide them opportunities to both work collaboratively with their peers in writing groups and show leadership by sharing their work with other professionals through their participation and attendance in professional educational conferences.

RISING TO THE CHALLENGE:

DEVELOPING EXCELLENT PROFESSIONALS

(2ND Edition, 2004)

Executive Summary of the Conceptual Framework for Education of

Professional Educators at UNC Charlotte

What are the characteristics of excellent professionals who graduate from UNC Charlotte?

1. Knowledgeable

• demonstrate highly advanced knowledge of human development and of student needs

• demonstrate highly advanced knowledge of curriculum and content

• demonstrate highly advanced knowledge of expectations within a variety of educational environments for P-12 children/youth/young adults and their families, as well as state standards for P12 learners, instructional contexts, social contexts, and societal goals

• make links among theory, research and practice as well as between content and pedagogy

• demonstrate knowledge, high regard and adherence to the ethical standards of their field

• expand their professional knowledge through the use of technological resources

2. Effective

• use justifiable, appropriate strategies well grounded in research and the wisdom of practice within their respective disciplines

• apply their knowledge to planning, goal-setting, implementation, and continuous assessment

• use data to make professional decisions

• demonstrate a positive impact on P-12 student learning either through teaching or through the establishment of educational environments that support student learning

3. Reflective

• demonstrate excellence in their reflective educational decision-making

• demonstrate reflective self evaluation skills

• demonstrate flexibility and adaptability

• engage in continuous improvement of professional practice

4. Responsive to Equity/Diversity

• apply their knowledge and skills to foster educational environments that are respectful of diverse backgrounds and cultures

• promote positive, supportive educational environments that are respectful of and responsive to individual differences

• provide developmentally appropriate, age appropriate, individually appropriate, and culturally responsive instruction

• practice inclusive professional practices that respond effectively to the educational needs of all children/youth/young adults

• hold high expectations for all children/youth/young adults and provide high levels of support for high achievement

• recognize that equity and social justice are enhanced through education

5. Collaborative

• value the collective contribution of others in their efforts to provide excellent programs and services

• demonstrate effective communication, decision making, problem solving and interactive teaming skills.

• work in partnership with families, communities, and colleagues for the benefit of children/youth/young adults

6. Leaders

• demonstrate leadership in the improvement of professional practice at a variety of levels

• communicate effectively their professional knowledge to others

• engage in policy decisions that have positive impacts on P-12 children/youth/young adults

The Knowledge Bases of Professional Education Programs at UNC Charlotte

Excellent professionals possess a comprehensive knowledge base that is comprised of conceptual knowledge, pedagogical knowledge, and reflective knowledge. Conceptual knowledge relates to the individual’s broad knowledge base as well as a more specialized knowledge base in their content field and knowledge of how human beings learn and develop. Pedagogical knowledge entails the understanding of methods of effective teaching: knowledge of how to teach subject matter and knowledge of how to teach the subject matter to specific learners, with attention to individual differences. Reflective knowledge enables cogent evaluation of teaching practice, including self-appraisal. Excellent professionals understand how to blend these types of knowledge in actuating teaching and learning in positive ways. Excellent professionals make connections between the knowledge base and the uses of this knowledge. Four particular uses of knowledge are emphasized within professional education programs at UNC Charlotte:

• Excellent professionals use knowledge to provide effective instruction in order to have a positive impact on P-12 student learning

• Excellent professionals use knowledge to respond to the needs of P-12 learners and to provide developmentally appropriate, age appropriate, individually appropriate, and culturally responsive instruction

• Excellent professionals use knowledge to collaborate with families, communities, and colleagues to benefit children, youth, and young adults

• Excellent professionals use knowledge to provide effective leadership for the improvement of professional practice at a variety levels for the benefit of children, youth, and young adults.

In summary, UNC Charlotte develops excellent professionals who are knowledgeable, effective, reflective, responsive to equity and diversity, collaborative, and who are leaders in their profession.

All materials, written responses, reflections, and artifacts should have as their foundation the ten Interstate New Teachers Assessment and Support Consortium (INTASC) Standards for Competent Beginning Teachers serve as the overarching goals and objectives of all courses in the professional education sequence for North Carolina. 

Standard 1: Content Pedagogy.  The teacher understands the central concepts, tools of and structure of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.

Standard 2: Student Development.  The teacher understands how students learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.

Standard 3: Diverse Learners.  The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to diverse learners.

Standard 4: Critical Thinking.  The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.

Standard 5: Motivation and Management.  The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.

Standard 6: Communication and Technology.  The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.

Standard 7: Planning.  The teacher plans instruction based upon knowledge of subject matter, students, the community, and curriculum goals.

Standard 8: Assessment.  The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the learner.

Standard 9: Professional Development.  The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.

Standard 10: School and Community Involvement.  The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support students’ learning and well-being.

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