Part 1 Introduction
Now that you have been a doctoral student for an entire academic year, you are no doubt familiar with the Carnegie Project on the Education Doctorate (CPED). Radford University's Doctor of Education (Ed.D.) program continues to be informed by CPED's framework and guiding principles. One of CPED's most important guiding principles is the clear distinction made between graduate experiences that result in a Doctor of Philosophy degree (Ph.D.) versus an Ed.D. This distinction was mentioned in the welcome video for the course, and it it summarized here:
Notice that both types of degrees are grounded in learning and applying the skills needed to create new knowledge. What does this mean? What ARE the skills needed to be able to do this well?
The first part of Act 1 begins to answer questions about knowledge and the methods needed to create it in an academic field or an educational practice field. To support this instructional journey, you will learn skills associated with distinguishing between theories, models and methods. You will also learn more about "ways of knowing", and some specifics about SCIENCE as the most important way of knowing how people learn, and what we can do as educators to influence and affect learning.
Because the content of the course is grounded in a scientific approach to learning about learning, the best place to begin the course is with a brief but important overview of SCIENCE and how it generally reflects an empirical rather than rational epistemological approach.