The Graduate School of Education

Student Affairs: 1124 Sproul Hall

• (951) 827-5225; fax (951) 827-3942

education.ucr.edu

The Graduate School of Education offers credential programs for students preparing for careers in elementary, middle school, and high school teaching; and teaching in classrooms for individuals with mild/moderate and moderate/severe disabilities. The programs prepare students to teach English learners and students from diverse backgrounds. The School offers a Master of Education (M.Ed.) degree with a General Education Teaching Emphasis. This is for qualified students earning a Multiple Subject or Single Subject credential and is generally completed in one academic year and a summer term. In addition, M.Ed. emphases in Autism, Higher Education Administration and Policy, Reading, Special Education, Diversity and Equity are also offered. A combined M.Ed. and credential in the areas of Reading, and Special Education are also available to qualified candidates. The school also offers M.A. and Ph.D. programs in Education, Society and Culture; Educational Psychology (with both General and Quantitative Methodology Specializations); Higher Education Administration and Policy (M.Ed. and Ph.D.); Special Education; and School Psychology. The M.A. in School Psychology may be awarded only to students matriculating in the School of Education Ph.D. programs. The Ph.D. in School Psychology is offered in combination with a Pupil Personnel Services Credential for School Psychology.

Curricula are offered through the Graduate School of Education for the M.A., M.Ed. and Ph.D. degrees. These programs require broad training in education and in a cognate field of study. Further information can be found under Education in the Programs and Courses section of this catalog or visit education.ucr.edu.

Students planning to become teachers can pursue the following teaching credential programs in GSOE:

• 1. Multiple Subject (elementary school), in addition, students may add:

t #JMJOHVBMFNQIBTJTJO4QBOJTI3FRVJSFTQBTTBHFPGUIF4QBOJTI Proficiency Test and coursework in Latino American literature, Latin American culture and history, and bilingual/bicultural education. Students must also complete EDUC 177B.

• 2. Single Subject (specified subject(s) at the middle school and high

school level).

• 3. Education Specialist (special education) in the following specialization:

t .JME.PEFSBUF%JTBCJMJUJFTBVUIPSJ[FTTFSWJDFGPSNJMEUPNPEFSBUF mental retardation; attention deficit and attention deficit hyperactivity disorders; serious emotional disturbance; and includes specific learning disabilities.

t .PEFSBUF4FWFSF%JTBCJMJUJFTBVUIPSJ[FTBVUJTN EFBGCMJOEOFTT moderate to severe mental retardation, multiple disabilities, and serious emotional disturbance.

Admission Admission to Teacher Education Programs is required in order to complete the professional and graduate level courses. The admission requirements vary depending on the credential specialization but at minimum students need a 3.0 GPA (calculated on the last two years of undergraduate studies), passage of the basic skills requirement, and subject matter competency. Students who want to be considered for an intern program or the M.Ed. General Education Teaching Emphasis have additional requirements. More information is available at www.education. ucr.edu.

California Teach-Science/Mathematics Initiative (CaTEACH-SMI) California Teach-Science Mathematics Initiative (CaTEACH-SMI) has a goal of addressing the critical need for highly qualified K-12 science and mathematics teachers in California. With an economy increasingly reliant on science, technology, engineering, and mathematics (STEM) and the anticipated large scale retirement of qualified teachers, this is an essential time to explore and prepare for a career in teaching science or mathematics.

CaTEACH-SMI at UCR offers undergraduate students paid/unpaid opportunities, such as the SMI & Alpha Center Apprentice Programs, to explore STEM teaching as a career option. Through CaTEACH-SMI, students receive advising and mentoring to prepare for entrance into an intern teaching credential program while diligently coordinating with academic advisors to ensure completion of STEM degree requirements. The CaTEACH-SMI Resource Center provides future STEM teachers with material and financial resources which includes the National Science Foundation (NSF) Noyce Scholarship Program, to promote planning and professional development towards a science/mathematics education career.

For more information about the CaTEACH-SMI program, please visit http:// smi.ucr.edu or at the Resource Center at 1315 Pierce Hall.

In the Graduate School of Education, students can pursue a Master of Education (M.Ed.) degree with a General Education Teaching Emphasis. This is for qualified students earning a Multiple Subject or Single Subject credential and is generally completed in one academic year and a summer term. 87 Programs and Courses

The credit value of each course in quarter units is indicated for each term by a number in parentheses following the title. Departments may indicate the term in which they expect to offer the course by the use of: “F” (fall), “W” (winter), “S” (spring), “Summer.” The Schedule of Classes, at classes. ucr.edu, published several weeks before each term commences, lists the courses that will actually be offered for that term, along with their class hours and locations.

The class type, such as lecture or laboratory, and number of hours per week are listed in the first line of the description.

The letters “A,” “B,” “C,” and “D” are used with the course numbers to indicate sequential order; they do not necessarily indicate that an earlier quarter in the sequence is a prerequisite to the later quarters; the prerequisites (if any) of a given course are stated in the description of that course. The letter designation “E-Z” immediately following a course number — for example, HIST 191 (E-Z) — indicates different topics offered under a general title; no specific instance of such a course, for example, HIST 191E, HIST 191F, or HIST 191G, may be repeated for credit unless otherwise indicated in the course description. The letters “E” through “Z” have no sequential implications. The letters “H”, “L”, or “P” immediately following a course number usually have special designations: “H” for an honors course, “L” for a laboratory course (usually in the sciences), and “P” for a proseminar. A grade is assigned by the instructor at the end of each term, and credit is granted for each term, except as otherwise noted. Courses are numbered as follows:

• 1. Lower-division: 001–099; generally recommended for freshmen and

sophomores.

• 2. Upper-division: 100–199; normally open only to students who have

completed at least one lower-division course in the subject, or six quarters/four semesters of college work. Credit in special studies courses for undergraduates is limited to 5 units per quarter.

• 3. Graduate: 200-299; normally open only to students who have completed

at least 18 upper-division quarter units basic to the subject matter of the course.

The admission of undergraduates to graduate courses is limited to upper- division students who have an overall scholarship average not lower than “B”; these limits are imposed by the rules of the Graduate Division. However, graduate courses completed before attaining the baccalaureate will not be accepted in partial fulfillment of requirements for the credential or minimum requirements in the 200 series for the master’s degree, except for undergraduate students who have received approval for backdating their graduate status to cover the session during which such courses were taken. See the Backdating Units section under Policies and Regulations.

• 4. Professional courses for teaching credential candidates: 300–399.

• 5. Other professional courses: 400–499.

88 / Programs and Courses