Cross-Faculty Inquiry in Education

Programs in Cross-Faculty Inquiry in Education draw faculty and students together in graduate programs, courses, lectures, workshops, and other interactive venues to address educational issues from inter- and transdisciplinary perspectives.

Cross-Faculty Inquiry program

The Cross Faculty Inquiry (CFI) in Education program(s) resides in the Office of Research in Education and draws faculty and students together, in graduate programs, courses, lectures, workshops and other interactive venues, to address educational issues on topics of common concern from inter and trans disciplinary perspectives.

CFI seeks to drive intellectual and social innovation through nurturance of transdisciplinary scholarship in Education. CFI thus serves as both an active academic program within the Faculty of Education that provides graduate programs and courses, and in so doing, contributes to the development of knowledge advances across multiple fields of inquiry in Education, as well as an incubator space for the development of cross-faculty initiatives and collaborative inquiry.

PhD in Cross Faculty Inquiry in Education

The CCFI doctoral program is an individualized, research-orientated doctoral program for students interested in undertaking research that is interdisciplinary or trans-disciplinary in nature. The program brings together students with expertise across a variety of disciplines who share an interest in educational research, policy and/or practice. The CCFI doctoral students usually engage independently in trans- and/or interdisciplinary research under the guidance of faculty members from across various departments. Not currently accepting applications.

Given its individualized, interdisciplinary focus, it is expected that prospective students come to the program with relevant expertise, and be prepared to be very self-directed in their work. We expect them to have identified a possible supervisor prior to admission, and to provide a very clear statement of why an individualized, interdisciplinary program is best to support them in their work.

Students are required to develop their program of study in consultation with their supervisor in the first term of their doctoral program. Students usually register into content area and research methods courses that will assist them in preparing the comprehensive examination and research dissertation proposal. In consultation with their supervisor(s), students complete a Program of Study Worksheet and submit it to the CCFI Graduate Program office located in the Office of Graduate Programs and Research.

The Comprehensive Examination entails the preparation of scholarly papers that deal with important and far-reaching questions from across the student’s program of studies. Typically, one (or two) paper will address scholarly constructs and questions relevant to the explicit academic focus of the proposed dissertation, and another will address scholarly constructs and questions to the research methodology. Coming at the end of the student’s coursework the papers should pursue a more comprehensive goal, in a critical fashion, taking on one or more of the leading questions at the intersection of policy, theory, research and practice.

Students are required to develop their program of study in consultation with their supervisor in the first term of their doctoral program. The proposal for the dissertation outlines the research problem and the methodology, sets the context for the work, and summarizes the scope of each chapter.

Program requirements to be determined in consultation with the supervisor.

MA in Cross Faculty Inquiry in Education

The Masters of Arts requires the completion of 24-credits of course work (6-core courses, 3-6 credits of research methods, and 12-18-credits of elective courses) and the thesis (6-credits). Not currently accepting applications.

Given its individualized, interdisciplinary focus, it is expected that prospective students come to the program with relevant expertise, and be prepared to be very self-directed in their work. We expect them to have identified a possible supervisor prior to admission, and to provide a very clear statement of why an individualized, interdisciplinary program is best to support them in their work.

Students are required to develop their program of study in consultation with their supervisor in the first term of their masters program. Students usually register into content area and research methods courses that will assist them in preparing the thesis proposal. In consultation with their supervisor(s), students complete a Program of Study Worksheet and submit it to the CCFI Graduate Program office located in the Office of Graduate Programs and Research.

The Comprehensive Examination entails the preparation of scholarly papers that deal with important and far-reaching questions from across the student’s program of studies. Typically, one (or two) paper will address scholarly constructs and questions relevant to the explicit academic focus of the proposed dissertation, and another will address scholarly constructs and questions to the research methodology. Coming at the end of the student’s coursework the papers should pursue a more comprehensive goal, in a critical fashion, taking on one or more of the leading questions at the intersection of policy, theory, research and practice.

In the CCFI program, the conceptualization of the project should be done in close consultation with the student’s supervisor and committee. Given the variety of disciplines in which students work we do not insist on a single style guide for scholarly writing, although we do recommend the Publication Manual of the American Psychological Association as on that is used by many of the professional journals in education.

Core Credits
Living Inquiry in Learning Communities (CCFI 501) 3
Theorizing Knowing in Education (CCFI 502) 3
Research Methods
Research Methodology in Education (EDUC 500) 3
Research Methods Courses 3
Electives
Approved Electives 12
Master Thesis
Masters Thesis (CCFI 599) 6

MEd in Cross Faculty Inquiry in Education (Urban Learner)

The Masters of Education requires the completion of 27-credits of course work (6-core courses, 3 credits of research methods, and 18-credits of elective courses) and the Graduating Project (3-credits). The MEd program is delivered off-campus and no courses are offered on the UBC-Vancouver campus. The Urban Learner program is run through the Professional Development and Community Engagement unit of the Faculty of Education; information about admission to the MEd in CFI program can be found at the PDCE website.