Experts whose expertise is closely related to the aims of the doctoral program are part of the Academic Board.
Specifically, the Ph.D., already from the 37th cycle, has seen the membership of Professors belonging to the following CUN Areas (VQR): 11b - Psychological Sciences; 11a - Historical, Philosophical and Pedagogical Sciences; 06 - Medical Sciences.
The Board of Lecturers is composed of representation from all scientific disciplinary areas pertaining to CUN Area 11b, specifically:
- General Psychology, Psychobiology and Psychometrics (11/PSIC-01);
- Developmental and Educational Psychology (11/PSIC-02);
- Social, Occupational and Organizational Psychology (11/PSIC-03);
- Clinical and Dynamic Psychology (11/PSIC-04)
CUN Area 11a has faculty members belonging to the following GSDs:
- Pedagogy and History of Pedagogy and Education (11/PAED-01);
- Educational Research, Didactics, Special Pedagogy and Experimental Pedagogy (11/PAED-02)
CUN Area 06 sees the accession of Lecturers afferent to GSD: 06/MEDS-20 and specifically to the following SSDs:
- General and Specialty Pediatrics (MEDS-20/A);
- Child Neuropsychiatry (MEDS-20/B).
The research activity of the Ph.D. is mainly attributable to 2 ERC areas:
SH4 The Human Mind and Its Complexity: Cognitive science, psychology, linguistics, education
Research topics involve almost all SSDs of the psychological area and SSDs of the pedagogical area: affective development and intersubjectivity, developmental trajectories in typical and atypical development, developmental trajectories in psychopathology, well-being and related factors, health psychology and psychological well-being, principles and models of evidence-based education, role of culture and relational and motivational conditions on learning processes and outcomes.
LS5 Neuroscience and Disorders of the Nervous System.
The research and teaching activities of faculty members belonging to SSD PSIC-01/B; MEDS-20/A; MEDS-20/B focus on the following topics: development of the nervous system, homeostasis and aging, function and dysfunction of the nervous system, neuroscience and systems modeling, biological basis of cognitive processes and behavior, neurological and mental disorders.
In general, the participation of experts in the different fields turns out to be functional for the in-depth study of cross-cutting topics such as the analysis of developmental trajectories in typical and atypical development and developmental trajectories in psychopathology, with a view to prevention and multidisciplinary treatment.
Board of Advisors
The Ph.D. course, in case of accreditation, will, at the first meeting of the Doctoral College, define the composition of the Advisory Board by requesting voluntary participation by a representation of the various stakeholders in order to foster the growth of the course through discussion of issues of interest.
Specifically, the Advisory Committee has the functions of:
Give suggestions-opinions on actions proposed by the faculty;bring new knowledge related to the market and industry trends;propose strategies and ideas to improve the internationalization of the course;identify new opportunities.
The possibility of establishing a specific Ph.D. Alumni Association is not ruled out, which, at present, given the recent activation of the Ph.D., would see too small a membership. Therefore, consideration will be given to joining any Alumni Associations already established at the Universities.
College and individual training activities specific to the research project and of a general nature
At the beginning of the cycle, the College of Teachers, having heard the research proposals made by the doctoral students, and taking into account their scientific and research interests, appoints, from among the teachers of the College, a mentor teacher for each doctoral student who, for the entire duration of the Course, has the task of directing him/her in individual study, research activities and the preparation of the thesis. The tutor also supports the doctoral student in the creation of networks and collaborations and provides useful tools for the proposition of projects, as well as the writing of scientific publications. At the beginning of the cycle, the Coordinator appoints from among the faculty of the College, a co-supervisor for each doctoral student with the task of collaborating with the supervisor in directing the doctoral student in the research activity and in the elaboration of the final thesis.
In order to ensure adequate levels of quality, a Quality Assurance (QA) Group is to be formed consisting of the Doctoral Coordinator, a representative doctoral student within the Doctoral College and two other faculty members of the College, and possibly a representative of external stakeholders. The QA Group will be in charge of assisting the Coordinator in monitoring activities (analysis of training and research, including periods of research abroad, participation in conferences, qualitỳ and quantitỳ of scientific production) in drafting the SMA-PhD and the RRC-PhD and in 'listening to the Doctoral Students (through the opinion survey questionnaires).