Fellowships at the Center for Developmental Science
The Consortium’s Goals in Training
Given our strong commitment to an interdisciplinary approach to development, the training program of the Carolina Consortium is guided by four complementary aims:
(1). Training in Developmental Theory and Methods. The exploration and articulation of an interdisciplinary developmental framework and corresponding research methods are the cornerstone of the Carolina Consortium training program. This effort extends beyond bringing together researchers and information from a variety of disciplines and methodological perspectives. The goal is to understand the dynamic interaction of multiple levels of measurement as they collectively contribute to development. To meet this goal, Trainees participate in (1) weekly Monday Proseminar meetings that involve individual meetings with a noted speaker, a class meeting of Trainees with the speaker, and the evening Proseminar presentation by and discussion with the speaker attended by faculty and Trainees where the speaker is asked to speak for 20-30 minutes, address overarching questions for the semester that are informed by a developmental science frame, and then engage in an hour-long discussion with faculty and Trainees; (2) targeted workshops and special talks throughout the year; (3) specific sessions on readings in developmental science theory and methods led by the Training Directors for the Trainees; (4) annual International Institutes on Developmental Science that the CDS sponsors along with colleagues at Penn State University and several European universities; and (5) longitudinal research projects in one or more laboratories.
(2). Direct Experience in Longitudinal Research. As articulated in a joint statement by the Consortium faculty (Carolina Consortium on Human Development, 1996), longitudinal research is essential for the examination of dynamic processes of multiple factors that give rise to coherent patterns of adaptation in development. The faculty and Fellows have pioneered the use of alternative longitudinal designs (see, e.g., Farmer, Price, O’Neal, Leung, Goforth, Cairns, & Reese, 2004; Xie, Farmer, & Cairns, 2003), with recent innovations including the integration of longitudinal methods with preventive intervention and experimental/training research designs (e. g., Estell, Farmer, Irvin, Thompson, Hutchins, & McDonough, 2007; Farmer, Vernon-Feagans, & Hannum, in press; Hamm, Robertson, Farmer, & Dadisman, 2008; Huston, Duncan, McLoyd, et al., 2005; Ornstein & Haden, 2001). The goal of these analytic strategies is to clarify the dynamic integration of multiple factors in the lives of individuals and to move toward causal statements about associative links observed in longitudinal work. In addition, developmental methodologists on the Consortium faculty are centrally involved in the development of a range of new analytic techniques for handling longitudinal data and characterizing developmental change (see e.g., Bauer, 2003; Bollen, Kirby, Curran, Paxton, & Chen, in press; Bollen & Curran, 2006).
The members of the Consortium faculty are currently involved with more than 45 separate longitudinal projects, each of which provides potential training opportunities for our Fellows. The longitudinal research conducted by the Consortium faculty (1) ranges from short-term (e.g., one year) to long-term (e.g., 20 years), (2) covers developmental periods from prenatal to late-adulthood, (3) examines critical developmental issues (e.g., aggression, behavior problems, mental health problems, substance use, preterm infant development, day care and early development, memory skill development), (4) involves various levels of developmental analyses and integration across levels (e.g., physiological, biological, temperamental, behavioral, social, economical, and cultural), and (5) includes cutting edge work in longitudinal methodology. Collectively, these longitudinal studies provide diverse and unique training opportunities for the pre and postdoctoral Fellows.
In the past 20 years, many predoctoral and postdoctoral Fellows have been involved in the various stages of longitudinal research (e.g., conception, implementation, data management, analyses, and dissemination of scientific findings). Many Trainees enter the program with experience with all stages of longitudinal work, whereas others can benefit from experience with the conceptualization and implementation of longitudinal work, as well as data management, analysis, and the dissemination of findings. Each Fellow meets with his or her Advisory Committee to conduct a “needs assessment” that focuses on acquiring relevant new experiences, with an emphasis on novelty. That is, there is no need to repeat experiences that Fellows have had already, but priority is placed on providing relevant new experiences that expand the capacity of the Fellow to do longitudinal work. Without exception, every Trainee in our program works with longitudinal data, usually through their Mentors, but also potentially through their involvement in one of the working groups at the CDS.
(3). The Application of Developmental Science to Real-World Issues. Opportunities relevant to the application of developmental science to real-world issues are provided to Trainees. All Fellows consider the societal responsibilities and ethical obligations of conducting science through workshops on research ethics and a discussion of ethical issues associated with each semester’s Consortium series. By considering the broader context of the application of developmental science research (e.g., health promotion, parenting, education, prevention, treatment), the relevance of developmental science to everyday concerns becomes readily apparent, and the ethical responsibilities of the researcher come to the forefront. Therefore, rather than viewing applied research as a distinct enterprise, Consortium Fellows come to see the application of developmental theory to “real world” issues as an important component of the scientific process.
All Trainees are given the opportunity to consider these issues in the framework of the Proseminar and workshop presentations. Predoctoral and postdoctoral Fellows are also offered the opportunity to work in laboratories in which the application of developmental science to social problems is a major focus and thus to obtain skills in this area. Other Trainees focus their efforts on basic science, but through the Proseminar series, workshops, and institutes, every Fellow is nevertheless exposed to foundational issues concerning prevention, intervention, public policy, and the ethics of scientific research.
(4). Collaborative Training Opportunities. Collaboration that bridges disciplines, departments, and institutions is a hallmark of the Carolina Consortium training program. The breadth and diversity of the faculty and the range of resources and activities that are available across the six constituent institutions provide unique opportunities for Fellows to engage in interdisciplinary discourse and integrative research. Beyond the weekly Proseminar series, Fellows are given the opportunity to work closely with two or more Mentors who have complementary interests and research programs.
