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
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Thesis methods
Thesis data analysis
Thesis conclusions and implications
Course Goals
Based upon assignment and selected readings, students will:
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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
http://www.legal.uncc.edu/policies/ps-66.html
Plagiarism: All students are required to abide by the Code of Student Academic Integrity
available on-line at http://www.legal.uncc.edu/policies/ps-105.html
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
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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.
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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?
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Knowledgeable
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Effective
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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
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
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Reflective
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 demonstrate excellence in their reflective educational decision-making
 demonstrate reflective self evaluation skills
 demonstrate flexibility and adaptability
 engage in continuous improvement of professional practice
Responsive to Equity/Diversity
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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
Collaborative
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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
Leaders
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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
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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:
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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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