Education and Credential Programs

Subject abbreviation: EDUC Graduate School of Education

Thomas M. Smith, Ph.D., Dean, Graduate School of Education Keith F. Widaman, Ph.D., Associate Dean & Graduate Advisor Louie Rodriguez, Ed.D., Associate Dean, Undergraduate Education JerMara Davis-Welch, Ph.D., Assistant Dean, & Graduate Advisor, M.Ed., General Education Teaching Emphasis Eddie Comeaux, Ph.D., Graduate Advisor Graduate Programs (951) 827-6362 Credential Programs (951) 827-5225 Undergraduate Programs (951) 827-5850 education.ucr.edu

Professors Janet B. Blacher, Ph.D., Distinguished Professor William P. Erchul, Ph.D. Cassandra M. Guarino, Ph.D. (Education/Public Policy) Education and Credential Programs / 234 Joseph Kahne, Ph.D., Ted and Jo Dutton Endowed Presidential Chair for Education Policy and Politics John S. Levin, Ed.D. Margaret Nash, Ph.D. Rollanda E. O’Connor, Ph.D. Eady/Hendrick Endowed Chair in Learning Disabilities Leigh Patel, Ph.D. Thomas M. Smith, Ph.D. H. Lee Swanson, Ph.D., Distinguished Professor, Peloy Chair in Learning Disabilities Keith F. Widaman, Ph.D., Distinguished Professor Professors Emeriti Irving H. Balow, Ph.D. Steven T. Bossert, Ph.D. Robert C. Calfee, Ph.D. Jerry S. Carlson, Ph.D. James T. Dillon, Ph.D. Dan M. Donlan, Ph.D. Sharon A. Duffy, Ph.D. V.P. Franklin, Ph.D. E. Mark Hanson, Ph.D. Irving G. Hendrick, Ed.D. Donald L. MacMillan, Ed.D. Douglas E. Mitchell, Ph.D. Richard S. Newman, Ph.D. Flora I. Ortiz, Ph.D. Reba N. Page, Ph.D. Melanie Sperling, Ph.D. Associate Professors Eddie Comeaux, Ph.D. Begoña Echeverria, Ph.D. Marsha M. Ing, Ph.D. Uma M. Jayakumar, Ph.D. Gregory Palardy, Ph.D. Robert K. Ream, Ph.D. Louie F. Rodriguez, Ed.D. Michael L. Vanderwood, Ph.D. John S. Wills, Ph.D. Assistant Professors Cati V. de los Rios, Ph.D. Austin H. Johnson, Ph.D. Rita Kohli, Ph.D. Soojin Park, Ph.D. Celeste Pilegard, Ph.D. Raquel Rall, Ph.D. Michael Solis, Ph.D. Katherine K.M. Stavropoulos, Ph.D.

** Cooperating Faculty Steven G. Brint, Ph.D. (Sociology) Mary Gauvain, Ph.D. (Psychology)

The Education, Society, and Human Development Major builds a theoretical foundation, presents applied understandings in the study of education, and explores the varied contexts of learning over the life course. Program faculty bring multiple disciplinary perspectives to their research and courses, including cognitive sciences, developmental psychology, understanding of the exceptional child, applied behavior analysis, the relationship between education, society and culture, educational policy and leadership, measurement and assessment, and issues in higher education.

The B.A. in Education, Society, and Human Development does not teach a student how to be a teacher. (See Graduate School of Education section on Teaching Credentials and Masters programs.) Students interested in teaching at the elementary or secondary level will benefit from completing the major because they will be exposed to critical theories that investigate how education has been used to create, maintain, and reinforce social stratification. Students will develop a historical and contemporary awareness of different learning settings, and gain a strong foundation in human development, assessment and interventions in the education context. Students who are interested in teaching elementary, middle, or high schools should consult an Education Student Affairs Counselor about combining an appropriate major and minor or completing a double major in order to develop appropriate expertise in the subject they plan to teach.

Education, Society, and Human Development majors are also prepared for other types of instructional or administrative positions in programs such as those focused on early childcare, out-of-school learning, or adult learning. Additionally, students who complete the major are

prepared to enter other education-related career fields in the private and public sectors including working with special populations, in legal fields, medical environments, and the arts. Students interested in graduate study will be well prepared to pursue advanced degree programs in education or related fields. Undergraduates enrolled in the Education, Society, and Human Development degree are encouraged to complete courses inside and outside of the major to enhance career preparation and pursue personal interests. With advanced planning, students in the major can complete a minor or a second major in another discipline.

See Undergraduate Studies section.

See the Graduate School of Education section.

The major requirements for the B.A. degree in Education, Society, and Human Development are as follows:

Community Leadership, Policy, and Social Justice Concentration

• 1. Lower-division requirements (5 courses [at

least 20 units])

• (a) EDUC 005

• (b) Any 4 of the following lower-division courses

(at least 16 units):

EDUC 010, EDUC 020 or EDUC 020S, EDUC 022, EDUC 030 or EDUC 030S, EDUC 040 or EDUC 040S, EDUC 041, EDUC 042, EDUC 050, EDUC 051

• 2. Upper-division requirements (7 courses [at

least 28 units])

• (a) Concentration courses (5 courses [at least

20 units])

• (1) EDUC 109 or EDUC 109S, EDUC 114,

EDUC 122, EDUC 123, EDUC 141, EDUC 142, EDUC 143, EDUC 146/ETST 146

• (b) Elective courses (2 courses [at least 8 units]

• (1) EDUC 109 or EDUC 109S, EDUC 110 or

EDUC 110S, EDUC 112 or EDUC 112S, EDUC 114, EDUC 116 or EDUC 116S, EDUC 118, EDUC 122, EDUC 123, EDUC 134, EDUC 141, EDUC 142, EDUC 143, EDUC 146/ETST 146, EDUC 160, EDUC 161, EDUC 181, EDUC 182, EDUC 183, EDUC 190

A maximum of 8 units of EDUC 190 may be taken to satisfy elective degree requirements.

• 3. Practicum Requirement (40 hours total)

• (a) A minimum of 40 hours of field experience

or research in an education setting, satisfied in one of two ways:

• (1) Complete 40 hours of field experience

or research in conjunction with one or more approved UCR courses that include a practicum. Consult the Education Student Affairs Office or Graduate School of Education Website for Undergraduate Academic Programs for a current list of approved practicum courses.

• (2) By petition to the Education Student Affairs

Office for approval of verifiable hours from courses that are not on the approved practicum course list or hours from educational fieldwork that is not linked to a UCR course (e.g., tutoring experience, instructional experience in a summer program for children, etc.)

Learning and Behavioral Studies Concentration

• 1. Lower-division requirements (5 courses [at

least 20 units])

• (a) EDUC 005

• (b) Any 4 of the following lower-division courses

(at least 16 units):

EDUC 010, EDUC 020 or EDUC 020S, EDUC 022, EDUC 030 or EDUC 030S, EDUC 040 or EDUC 040S, EDUC 041, EDUC 042, EDUC 050, EDUC 051

• 2. Upper-division requirements (7 courses [at

least 28 units])

• (a) Developmental courses (2 courses [at least

8 units])

• (1) EDUC 160, EDUC 161, EDUC 172 or EDUC 172S

• (b) Learning courses (2 courses [at least 8

units])

• (1) EDUC 110 or EDUC 110S, EDUC 116 or

EDUC 116S, EDUC 134, EDUC 181, EDUC 182, EDUC 183

• (c)Education Research Methods and Statistics

(1 course [at least 4 units])

• (1) EDUC 112 or EDUC 112S, EDUC 118

• (d) Elective courses (2 courses [at least 8

units])

• (2) EDUC 109 or EDUC 109S, EDUC 110 or

EDUC 110S, EDUC 112 or EDUC 112S, EDUC 114, EDUC 116 or EDUC 116S, EDUC 118, EDUC 122, EDUC 123, EDUC 134, EDUC 141, EDUC 142, EDUC 143, EDUC 146/ETST 146, EDUC 160, EDUC 161, EDUC 181, EDUC 182, EDUC 183, EDUC 190

A maximum of 8 units of EDUC 190 may be 235 / Programs and Courses

taken to satisfy elective degree requirements.

• 3. Practicum Requirement (40 hours total)

• (b) A minimum of 40 hours of field experience

or research in an education setting, satisfied in one of two ways:

• (1) Complete 40 hours of field experience

or research in conjunction with one or more approved UCR courses that include a practicum. Consult the Education Student Affairs Office or Graduate School of Education Website for Undergraduate Academic Programs for a current list of approved practicum courses.

• (2) By petition to the Education Student Affairs

Office for approval of verifiable hours from courses that are not on the approved practicum course list or hours from educational fieldwork that is not linked to a UCR course (e.g., tutoring experience, instructional experience in a summer program for children, etc.)

Student-designed Comparative Concentration

• 1. Lower-division requirements (5 courses [at

least 20 units])

• (a) EDUC 005

• (b) Any 4 of the following lower-division

courses (at least 16 units):

EDUC 010, EDUC 020 or EDUC 020S, EDUC 022, EDUC 030 or EDUC 030S, EDUC 040 or EDUC 040S, EDUC 041, EDUC 042, EDUC 050, EDUC 051

• 2. Upper-division requirements (7 courses [at

least 28 units])

• (a) Concentration courses (5 courses [at least

20 units])

• (1) EDUC 109 or EDUC 109S, EDUC 110 or

EDUC 110S, EDUC 112 or EDUC 112S, EDUC 114, EDUC 116 or EDUC 116S, EDUC 118, EDUC 122, EDUC 123, EDUC 134, EDUC 141, EDUC 142, EDUC 143, EDUC 146/ETST 146, EDUC 160, EDUC 161, EDUC 181, EDUC 182, EDUC 183,

• (b) Elective courses (2 courses [at least 8

units])

• (1) EDUC 109 or EDUC 109S, EDUC 110 or

EDUC 110S, EDUC 112 or EDUC 112S, EDUC 114, EDUC 116 or EDUC 116S, EDUC 118, EDUC 122, EDUC 123, EDUC 134, EDUC 141, EDUC 142, EDUC 143, EDUC 146/ ETST 146, EDUC 160, EDUC 161, EDUC 181, EDUC 182, EDUC 183, EDUC 190

A maximum of 8 units of EDUC 190 may be taken to satisfy elective degree requirements.

• 3. Practicum Requirement (40 hours total)

• (a) A minimum of 40 hours of field experience

or research in an education setting, satisfied in one of two ways:

• (1) Complete 40 hours of field experience

or research in conjunction with one or more approved UCR courses that include a practicum. Consult the Education Student Affairs Office or Graduate School of Education

Website for Undergraduate Academic Programs for a current list of approved practicum courses.

• (2) By petition to the Education Student Affairs

Office for approval of verifiable hours from courses that are not on the approved practicum course list or hours from educational fieldwork that is not linked to a UCR course (e.g., tutoring experience, instructional experience in a summer program for children, etc.)

Subject abbreviation: EDUC Graduate School of Education

Program Office, Sproul 1124

• (951) 827-5850; education.ucr.edu

The Education minor offers to any undergraduate student an introduction to issues and practices of education and research in public schools. Students from any major are invited to pursue a minor in Education.

Students in the Education minor may select from a variety of courses that may focus on a particular interest or may sample across aspects of the curriculum. Specific areas of interest that are reflected in the course offerings include: Special education, psychology, higher education, policy and leadership, culture and language, issues of classism, racism, sexism, heterosexism, diversity and equity, social justice, curriculum and teaching strategies, qualitative and quantitative methods, and educational research.

The Education minor does not lead to a teaching credential; however, some of the courses will satisfy UCR Teacher Education Program requirements. Students who are interested in pursuing a teaching credential should contact the Teacher Education Program at (951) 827-5225.

Program Requirements The Education minor consists of the satisfactory completion of 24 units in courses identified for the Education Minor Program. At least 16 units must be completed in upper division courses.

Student petitions require the approval of the program advisor in the Education minor. Students may not petition to take more than 8 units of courses outside of the identified courses for the Education minor. College approval from both the Graduate School of Education and the major college is required. Please see education.ucr.edu for the minor petition process. Minor in Education candidates must maintain a minimum cumulative GPA of 2.0

Course Work Students will have the opportunity to select from a menu of electives to complete the course work: EDUC 001, EDUC 002, EDUC 003, EDUC 004, EDUC 005, EDUC 010, EDUC 020 or EDUC 020S, EDUC 022, EDUC 030 or EDUC 030S, EDUC 040 or EDUC 040S, EDUC 041, EDUC 042, EDUC 044, EDUC 050 or EDUC 050S, EDUC 051, EDUC 100A, EDUC 100B, EDUC 104, EDUC 105, EDUC 109 or EDUC 109S, EDUC 110 or EDUC 110S, EDUC 112 or EDUC 112S, EDUC 114, EDUC 116 or EDUC 116S, EDUC 118, EDUC 122, EDUC 123, EDUC 129, EDUC 130, EDUC 131, EDUC 133, EDUC 134, EDUC 139, EDUC 141, EDUC 142, EDUC 143, EDUC 146/ETST 146, EDUC 160, EDUC 161, EDUC 173, EDUC 174 or EDUC 174S, EDUC 175 or EDUC 175S, EDUC 176, EDUC 181, EDUC 182, EDUC 183.

Additional courses may be added to this list by proposals of academic units, or by petitions of students to take a suitable alternative course.

The Graduate School of Education offers three degree programs–Doctor of Philosophy, Master of Arts and Master of Education–as well as a variety of teacher credential programs. Each of these programs is described in detail below.

General university requirements, such as residence and unit requirements, are in the Graduate Studies section of this catalog. Policies and Procedures for Graduate Degree Programs may be obtained from the Graduate Programs Office.

Admission Admission is based upon GPA and letters of recommendation from writers knowledgeable about the candidate’s ability to succeed in graduate study. In addition, M.A. and Ph.D. applicants must submit scores from the GRE General Test (verbal, quantitative, analytical), no more than five years old from the date of their matriculation. Ph.D. applicants must submit a writing sample. The GRE is not required of applicants seeking admission to credential programs or to the M.Ed. program. The Ph.D. program admits students in the Fall quarter only.

Admission for the doctoral degree is based on strong academic preparation at the baccalaureate level. A master’s degree in education such as that offered at UCR or a master’s degree in an ancillary field is desirable but not required. Doctoral students begin their programs in the fall quarter.

Candidates enrolled in this program normally have completed an undergraduate major or its equivalent in a subject field other than education.

Specialization Areas of specialization include Education, Society, and Culture; Educational Psychology; Research, Evaluation, Measurement and Statistics; Special Education and Autism; and School Psychology (for students working toward the Ph.D.). Only students matriculating in a Graduate School of Education Ph.D. program in School Psychology, may earn a M.A. degree in Education with specialization in School Psychology. Before the end of the first quarter, the student’s advisor develops a program plan that specifies the courses the student will take.

The M.A. with specialization in Education, Society, and Culture; Educational Psychology; or Special Education and Autism gives students the option of completing Plan I (Thesis) or Plan II (Comprehensive Examination). The specialization in Research, Evaluation, Measurement and Statistics only allows students to take Plan II (comprehensive examination option). The specialization in Education and Credential Programs / 236 School Psychology only allows students to complete the Plan I (Thesis option).

Information about each area of specialization is available at education.ucr.edu.

Plan I (Thesis) Students complete a minimum of 36 upper-division and graduate units. At least 24 of these units are in graduate courses. A maximum of 12 units may be in graduate research for the thesis.

At the beginning of the second, and generally not later than the third quarter of full-time work, candidates submit a plan for the thesis to their committee. Candidates also list courses to be taken for developing competence in their area of specialization. The plan is reviewed and approved by a committee of three faculty members. The candidate submits the final thesis to the committee for approval. Upon successful completion and approval of the thesis, the student is recommended to the Graduate Division for the M.A. degree.

Plan II (Comprehensive Examination) Students must complete a minimum of 36 quarter units in upper-division and graduate courses in Education and related fields as defined in existing programs. At least 18 of the 36 units must be in graduate courses, and none in graduate research for the thesis.

A faculty member from the program area specialization is appointed by the graduate advisor to guide the candidate. A program plan must be filed with the graduate advisor by the end of the first quarter of residency.

Upon or near completion of course work, the student applies to take a comprehensive written examination. Upon successful completion of the examination, the candidate is recommended to the Graduate Division for the M.A. degree.

Coursework Candidates entering the M.A. program take a series of courses based on their area of specialization.

Education, Society, and Culture

Required Courses: Students take at least five courses (20 units) from: EDUC 201A, EDUC 201B, EDUC 203, EDUC 210, EDUC 223A, EDUC 230A, EDUC 230B, EDUC 233, EDUC 238, EDUC 241B, EDUC 245E, EDUC 257, EDUC 260, EDUC 273, EDUC 275, EDUC 276, EDUC 278, EDUC 279, EDUC 284

Professional Development requirement: EDUC 259

Educational Psychology

Required Courses: EDUC 211A, EDUC 211B, EDUC 212, EDUC 240, EDUC 242A

Elective Course options – students complete at least (2) of the following courses: EDUC 200, EDUC 214B, EDUC 214C, EDUC 242B, EDUC 246I, EDUC 247, EDUC 251, EDUC 252E, EDUC 256, EDUC 262, EDUC 270

Plan I students may take up to 12 units of EDUC 299 to meet the minimum unit requirement for graduation Professional Development requirement: EDUC 240

Required Methodology Courses: EDUC 214A, EDUC 214B, EDUC 214C, EDUC 218, EDUC 223A, EDUC 242A

Elective Methodology – A minimum of one course from the following list of quantitative courses or from courses offered in other departments that are approved by the student’s program committee: EDUC 211A, EDUC 211B, EDUC 215A, EDUC 215B, EDUC 241B, EDUC 242B

Internship – Minimum of 5 units of EDUC 298I required.

Professional Development requirement: EDUC 298I

School Psychology

Required Methodology Courses: EDUC 214B, EDUC 214C, EDUC 215A, EDUC 217, EDUC 242B Psychological Consultation and Intervention – required courses: EDUC 255A, EDUC 255B, EDUC 255C, EDUC 261

Psychological and Behavior Assessment – required courses: EDUC 254A, EDUC 254B, EDUC 254C

Application of Scientific Psychology – required courses: EDUC 265A, EDUC 265B, EDUC 265C

History and Systems of Psychology and Basic Content Areas in Scientific Psychology – required courses: EDUC 211A, EDUC 211B, EDUC 233 or EDUC 245G or EDUC 276, EDUC 239, EDUC 246K or EDUC 246S, EDUC 264, Professional Development requirement: EDUC 259

Special Education and Autism

Required Course: EDUC 212

Elective Courses – Students must complete one of the following courses: EDUC 200, EDUC 246J, EDUC 246M

Additional Elective Course Options – students take at least one course from the following group according to their individualized program: EDUC 239, EDUC 242A, EDUC 242B, EDUC 246 (E-Z), EDUC 262, EDUC 270

Area elective course options – students must take at least one course from Area I and Area II:

Area I - Autism Spectrum Disorder and other Cognitive, Behavioral, and Emotional Disabilities: EDUC 211B, EDUC 239, EDUC 246E, EDUC 246K, EDUC 246L, EDUC 255A, EDUC 255C Area II - Learning Disabilities: EDUC 211A, EDUC 246I, EDUC 246S, EDUC 255A, EDUC 255B, EDUC 256, EDUC 270 Professional Development requirement: EDUC 259

Normative Time to Degree 6 quarters from admission to the M.A. program

A Master of Education (M.Ed.) degree program is offered that allows students to select from six emphases. The GRE is not required for admission to the M.Ed. program. No thesis or comprehensive examination is required. Instead, students complete an analytical project that builds on course work and links educational theory and research with the dynamics of teaching, learning, and leadership.

Applied Behavior Analysis Emphasis

This M.Ed. emphasis provides intensive instruction in the theoretical basis of Applied Behavior Analysis as well as the clinical and pedagogical application of the theory and principles. The courses are aimed at special educators, school psychologists, and behavioral health providers, and are designed to specifically prepare students to apply for the certification examination of the Behavior Analyst Certification Board, Inc. (BACB).

The emphasis allows students to complete the requirements for the master’s degree and to apply for the certification examination of the BACB in five academic quarters.

Admission Candidates for this program must meet the Graduate School of Education admission requirements. Detailed admission information is available at education.ucr.edu

Course Work This M.Ed. emphasis requires 68 units. Students must complete the following two undergraduate courses paired with EDUC 292: EDUC 181 and EDUC 182 and Students must complete all courses below: EDUC 217, EDUC 235, EDUC 236A, EDUC 236B, EDUC 236C, EDUC 236D, EDUC 236E, EDUC 236F, EDUC 254C, EDUC 255A, EDUC 255C, EDUC 261, EDUC 269P

Analytical Report Students will be required to complete a portfolio project. The portfolio will consist of applied projects that have been completed as part of coursework requirements. A final version of the portfolio project will be submitted to the Applied Behavior Analysis faculty committee in the Graduate School of Education for review and approval.

Diversity and Equity Emphasis

This M.Ed. emphasis addresses the diversity in many K-12 student populations and supports teachers in achieving educational equity for all students through the translation of educational theory and empirical research findings into sound educational practice. This program consists of a minimum of 36 units of 200-se- ries courses offered in the Graduate School of Education. The program can also be completed through a collaboration between the Graduate School of Education and University Extension by completing one of four Extension certifi- 237 / Programs and Courses

cate programs that address issues of student diversity and equity: Reading; Reading with Biliteracy Emphasis; CLAD through CTEL; or Education for the Gifted and Talented. Up to 9 units of 400-level Extension certificate courses can be used towards the minimum 36 unit total required for this degree for applicants who have completed one of the four Extension certificate programs prior to admission to this program.

Admission The following are requirements:

• 1. Teaching credential or equivalent teaching

experience

• 2. Strong academic record

• 3. Letters of reference from writers

knowledgeable about the applicant’s ability to succeed in graduate study

Course Work This M.Ed. emphasis requires a minimum of 36 units. Applicants who have completed one of four approved Extension certificate programs relevant to equity and diversity prior to admission can receive credit for up to 9 units of 400-level certificate courses. For these applicants the remaining 28 units are in 200-series courses offered in the GSOE.

Analytical Report Students will complete a final written project that addresses a specific concern or issue regarding diversity and educational equity in classrooms, schools, districts, or at the state or federal level. A final version of the project will be submitted to the Graduate School of Education and evaluated by faculty in the Education, Society, and Culture area.

General Education Teaching Emphasis

M.Ed. and California Preliminary Teaching Credential in Multiple Subjects or Single Subject

This emphasis allows qualified students to complete requirements for a California Preliminary teaching credential and a master’s degree in one academic year and one summer.

Prospective students must submit an application to the Graduate Division.

Concurrent admission into the Multiple Subjects or Single Subject Teaching Credential program is required for this emphasis. Students not admitted to the M.Ed. degree can be considered for credential only program. Those who already possess California teaching credentials are not eligible for this program but may apply for admission to the other graduate degree programs offered by the GSOE.

Admission In addition to the Graduate Division admission requirements, candidates for this program must be admitted to the Multiple Subject or Single Subject Teaching Credential program.

Course Work This M.Ed. emphasis requires up to 72 units, 36 units are in upper division and graduate level courses; at least 18 of the 36 units must be completed in graduate level courses (Plan II). Students must successfully complete their credential requirements to earn the degree. This program requires courses that are taken during summer sessions.

Multiple Subject Teaching Credential

• 1. Required Courses: EDUC 109 or EDUC 109S, EDUC 116 or EDUC 116S, EDUC 172

or EDUC 172S, EDUC 175 or 175S, EDUC 280L, EDUC 282A, EDUC 282B

• 2. Three elective courses from the following

list: EDUC 176*, EDUC 201B, EDUC 227, EDUC 233, EDUC 238, EDUC 245G, EDUC 246M, EDUC 257, EDUC 260, EDUC 266, EDUC 267, EDUC 269I, EDUC 273, EDUC 275, EDUC 281, EDUC 286, EDUC 288 *EDUC 176 is for Bilingual candidates only Other courses may be used to complete this requirement, if approved by the Graduate Advisor.

• 3. Teaching Experience Courses: EDUC 332,EDUC 336A or EDUC 338A*, EDUC 336B or EDUC 338B*, EDUC 336C or EDUC 338C*; Student teachers enroll in EDUC 336 A-C series.

*Approved intern teachers must enroll in assigned EDUC 338 sections assigned by the Teacher Credential program. For information on intern teacher eligibility requirements, visit: http://education.ucr.edu.

• 4. Seminar Courses: EDUC 344A, EDUC 344B,

EDUC 344C

• 5. Teaching Performance Assessment Courses:

EDUC 337A, EDUC 337B, EDUC 337C

• 6. Analytical Project Course: EDUC 283

Single Subject Teaching Credential

• 1. Required Courses:

• a. EDUC 109 or EDUC 109S, EDUC 116

or EDUC 116S, EDUC 174 or EDUC 174S, EDUC 172 or EDUC 172S, EDUC 175 or 175S, EDUC 280L

• b. One from EDUC 285 (E-Z)

• 2. Four elective courses from the following list:

EDUC 176*, EDUC 201B, EDUC 227, EDUC 233, EDUC 238, EDUC 245G, EDUC 246M, EDUC 257, EDUC 260, EDUC 266, EDUC 267, EDUC 269I, EDUC 273, EDUC 275, EDUC 281, EDUC 286, EDUC 288 *EDUC 176 is for Bilingual candidates only

Other courses may be used to complete this requirement, if approved by the Graduate Advisor.

• 3. Supervised Teaching Experience Courses:

EDUC 333, EDUC 376A or EDUC 378A*, EDUC 376B or EDUC 378B*, EDUC 376C or EDUC 378C* Student teachers enroll in EDUC 376 A-C series.

*Approved intern teachers must enroll in EDUC 378 section assigned by the Teacher Credential program. For information on intern teacher eligibility requirements, visit: http://education.ucr.edu.

• 4. Seminar Courses: EDUC 348A, EDUC 348B, EDUC 348C

• 5. Teaching Performance Assessment Courses:

EDUC 377A, EDUC 377B, EDUC 377C

• 6. Analytical Project Course: EDUC 283

Analytical Project The analytical project centers on comprehensive, critical self-analyses of instructional practice in K-12 classrooms.

A final version of the analytical project is submitted to the Graduate School of Education in electronic form for faculty committee review.

Higher Education Administration and Policy Emphasis

This M.Ed. emphasis examines scholarship and research on institutions, policy, systems, and demographic, historical, political, social, and economic contexts. It emphasizes reflective practice and prepares practitioners for careers in higher education institutions so that they can be knowledgeable scholars and expert professionals.

Admission Candidates for this program must meet the Graduate Division and Graduate School of Education admission requirements. Detailed admission information is available at education.ucr.edu

Course Work 36 units are required. The majority of courses are offered in the Graduate School of Education (GSOE) and focus on higher education, but program plans may substitute up to 12 units of relevant graduate level courses offered in GSOE and other departments.

Required Course: EDUC 248T (4 units)

Elective Courses: Students take at least eight courses (32 units) from: EDUC 248E, EDUC 248F, EDUC 248G, EDUC 248I, EDUC 248J, EDUC 248M, EDUC 248N, EDUC 248O, EDUC 248P, EDUC 248Q, EDUC 248R, EDUC 248S, EDUC 248U

Analytical Report After students complete their course work they will complete a case study report that integrates content from higher education courses with practice.

A final version of the report is submitted to the Higher Education faculty committee in the Graduate School of Education for review and approval.

M.Ed. and California Education Specialist Credential

This degree emphasis is designed to provide a pathway to earn a California Education Specialist Mild/Moderate and Moderate/ Severe disabilities teaching credential and Master of Education degree. The program goes beyond best practice by preparing students to critically evaluate the literature on current and future practices and can be completed in five quarters.

Admission In addition to the Graduate Division admission requirement, candidates for this program must be admitted to the Education Specialist Dual Credential program in Mild/ Moderate and Moderate/Severe disabilities.

Course Work The M.Ed. portion of the Special Education emphasis requires 36 units (at least 24 of which must be graduate level courses). Students must successfully complete their Education and Credential Programs / 238 credential requirements to earn the degree.

• 1. Credential courses applicable to the M.Ed.

• a) The following courses, required for

teaching certification and can be applied to the master’s degree if the courses were not applied to a previous degree: EDUC 116 or EDUC 116S, EDUC 133, EDUC 175 or EDUC 175S

California Education Specialist Dual Credential

Mild/Moderate and Moderate/Severe: Student Teaching Only

• 1. Required Courses: EDUC 109 or EDUC 109S, EDUC 116 or EDUC 116S, EDUC 129, EDUC 133, EDUC 172 or EDUC 172S,

EDUC 175 or EDUC 175S, EDUC 280L, EDUC 282A, EDUC 282B, EDUC 295B, EDUC 295C, EDUC 295D, EDUC 331, EDUC 335A, EDUC 345A, EDUC 345B

• 2. Three elective courses from: EDUC 239,

EDUC 240, EDUC 245G, EDUC 246 (E- Z), EDUC 255B, EDUC 262, EDUC 269S, EDUC 270

Other courses may be used to complete this requirement, if approved by the Graduate Advisor.

• 3. Analytical Project

Analytical Project Students will complete a final written project that integrates the content of theory and teaching methods courses. A final version of the report will be submitted to the Graduate School of Education and evaluated by faculty in the Special Education area.

This M.Ed. emphasis is a partnership between the Graduate School of Education and University Extension. Students will enrich their understanding of the linguistics and TESOL methods covered in the University Extension TESOL certificate program with GSOE courses that address theory, research, and best practices related to socio-cultural factors and individual differences that can affect teaching and learning of English as a second language.

Admission In addition to the Graduate Division and Graduate School of Education admission requirements, candidates for this program must be admitted to or have completed the UCR Extension TESOL Certificate program. Applicants who have earned TESOL certification from other recognized university programs may be considered for admission to this M.Ed. program.

International applicants must demonstrate English proficiency by meeting the current Graduate Division and Extension TESOL certificate English proficiency test minimum scores. Writing samples and oral conversations might also be included in the evaluation of English proficiency.

Course Work A total of 36-quarter units, including a minimum of 20 units of approved 200-level coursework in the Graduate School of Education, are required. A maximum of 8 units of approved upper division 100-level courses in the Graduate School of Education can be applied to the M.Ed. requirements. Programs may include other courses in GSOE or other campus departments if approved by the student’s faculty advisor and the GSOE Graduate Advisor.

Student programs will include courses from the list of 200-level coursework: EDUC 200, EDUC 201B, EDUC 233, EDUC 238, EDUC 245E, EDUC 245G, EDUC 246M, EDUC 246N, EDUC 247, EDUC 257, EDUC 260, EDUC 262, EDUC 266, EDU 269I, EDUC 270, EDUC 276, EDUC 277, EDUC 280L, EDUC 281, EDUC 283, EDUC 290

Approved upper division courses: EDUC 109 or EDUC 109S, EDUC 110 or EDUC 110S, EDUC 116 or EDUC 116S, EDUC 172 or EDUC 172S, EDUC 174 or EDUC 174S, EDUC 175 or EDUC 175S

Up to eight units of coursework from a UCR Extension TESOL certificate program, approved by the Graduate Advisor, may be applied to the M.Ed. The UCR TESOL certificate must be completed before the M.Ed. can be awarded.

Analytical Report Students are required to complete a final analytical report involving the analysis and integration of theory, research, and teaching methods content in the TESOL M.Ed. curriculum. The report will be evaluated by faculty in the Graduate School of Education.

The doctoral program in Education is designed to prepare scholars for teaching and research in the area of education. More information about graduate programs in Education is available by contacting the graduate advisor, Graduate School of Education, (951) 827- 6362, or visit education.ucr.edu.

Specialization The Graduate School of Education has six areas of specialization: Education, Society, and Culture; Education Policy Analysis and Leadership; Educational Psychology; Higher Education Administration and Policy; School Psychology; and Special Education. The School Psychology Program is accredited by the American Psychological Association (APA) and approved by the National Association of School Psychologists (NASP). School Psychology Ph.D. students can also obtain a Pupil Personnel Services Credential.

Information about each area of specialization is available at education.ucr.edu.

Following admission to the program, students are assigned a preliminary faculty advisor who guides them during the initial phase of their program. Students work closely with a faculty advisor during their doctoral program. In addition, three faculty committees — a program guidance committee, an oral qualifying examination committee, and a dissertation committee — may be formed at various stages of the program.

Course Work Candidates entering the Ph.D. program take a series of courses based on their area of specialization. Number of units vary by specialization. The student and his or her program guidance committee identify and document a program plan. Coursework in each specialization consists of sufficient study to allow the student to master the essential concepts and inquiry methods of that field.

Education, Society, and Culture

Required core and methods courses: EDUC 214A, EDUC 223A, EDUC 223B, EDUC 241B Theory - complete a minimum of two (2) courses from: EDUC 220A, EDUC 220B, EDUC 230A, EDUC 230B, EDUC 273, EDUC 277, EDUC 278, EDUC 284, EDUC 289

Electives - complete a minimum of five (5) courses from the following list: EDUC 201A, EDUC 201B, EDUC 203, EDUC 210, EDUC 233, EDUC 238, EDUC 245E, EDUC 249, EDUC 257, EDUC 260, EDUC 266, EDUC 274, EDUC 275, EDUC 276, EDUC 277, EDUC 279, EDUC 284 Professional Courses: EDUC 259, EDUC 302

Education Policy Analysis and Leadership

Required Courses

Core Foundation: EDUC 209A, EDUC 210,

Core Methodology: EDUC 214A, EDUC 241B Research Methodology - A student selects the Quantitative Methods or the Qualitative Methods strand:

Quantitative Methods Strand – two (2) courses: EDUC 214B, EDUC 214C

Qualitative Methods Strand – two (2) courses: EDUC 223A, EDUC 223B

Special Policy Topics - minimum of sixteen (16) units or four (4) courses from: EDUC 205, EDUC 218, EDUC 245G, EDUC 245J, EDUC 269M Social Science and Methods Electives: Minimum of eight (8) units or two (2) courses in Economics, Sociology, Social Psychology, Political Science, History, or other social science. Students may also substitute in one advanced research methods courses. Courses must be approved by student’s advisory committee. Professional Courses: EDUC 259, EDUC 302

Educational Psychology This area of specialization offers two tracks - Cognition, Motivation and Student Learning; and Quantitative Methods. Students choose one track in consultation with faculty advisor. The required, electives, and research application courses must be taken by students in both tracks. Additional courses are taken based on selected track. Directed research courses culminating in a research article must be taken by both tracks.

Required Courses: EDUC 211A, EDUC 211B, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 215A, EDUC 240, EDUC 241B, EDUC 242A, EDUC 242B, EDUC 255B, Students choose Track 1 or Track 2 coursework in consultation with faculty advisor: 239 / Programs and Courses

Track 1 - Cognition, Motivation, and Student Learning – minimum of three (3) courses from: EDUC 200, EDUC 232, EDUC 233, EDUC 239, EDUC 247, EDUC 251, EDUC 252E, EDUC 252G, EDUC 252N, EDUC 256, EDUC 262, EDUC 270 Track 2 - Quantitative Methods – minimum of three (3) courses from: EDUC 215B, EDUC 215C, EDUC 215D, EDUC 269E

Elective Courses - minimum of five (5) courses completed as electives; three (3) courses required from: EDUC 215B, EDUC 215E, EDUC 215F, EDUC 217, EDUC 218, EDUC 223A, EDUC 223B, EDUC 252E, EDUC 252G, EDUC 252N, EDUC 269E Two (2) of the five (5) courses may be taken from another campus department in consultation with advisor.

Research Applications - one (1) course required from: EDUC 251, EDUC 252 (E-Z)

Directed Research: EDUC 297 - A student will engage in pre-dissertation research with at least one faculty member. Directed research lasts three quarters, minimum of 3 units each quarter, resulting in a research article submitted for presentation or publication. Professional Courses: EDUC 259, EDUC 302

Higher Education Administration and Policy

Research Methodology – In consultation with the faculty advisor, a student selects the Quantitative or the Qualitative Methods Strand to complete, plus one course from the strand they did not select. Quantitative Methods Strand - three (3) courses: EDUC 214B, EDUC 214C, EDUC 215A and One course from: EDUC 241B, EDUC 223A, EDUC 223B

or

Qualitative Methods Strand - three (3) courses: EDUC 241B, EDUC 223A, EDUC 223B and One course from: EDUC 214B, EDUC 214C, EDUC 215A

Higher Education required core courses: EDUC 248F, EDUC 248I, EDUC 248J, EDUC 248K, EDUC 248N, EDUC 248O, EDUC 248U or EDUC 248P

Specialization and Elective Courses - two (2) or more courses: EDUC 248E, EDUC 248G, EDUC 248M, EDUC 248Q, EDUC 248R, EDUC 248S Professional Courses: EDUC 259, EDUC 302

Research Design and Methodology Courses Required Courses: EDUC 214B, EDUC 214C, EDUC 215A, EDUC 215C or EDUC 215D, EDUC 217, EDUC 242B, EDUC 299 Psychological Consultation and Intervention – required courses: EDUC 255A, EDUC 255B, EDUC 255C, EDUC 255D, EDUC 261 Psychological and Behavior Assessment – required courses: EDUC 254A, EDUC 254B, EDUC 254C

Application of Scientific Psychology – required courses: EDUC 265A, EDUC 265B, EDUC 265C, EDUC 265D, EDUC 265E

History and Systems of Psychology and Basic Content Areas in Scientific Psychology – required courses: EDUC 211A, EDUC 211B, EDUC 233 or EDUC 245G or EDUC 276, EDUC 239, EDUC 246K, EDUC 246S, EDUC 256, EDUC 263, EDUC 264, EDUC 269 (E-Z) Internship – Minimum of 12 units of EDUC 298I required. Students must complete and pass the oral qualifying examination before starting the required 1500-hour internship. Professional Courses: EDUC 259, EDUC 302

Special Education

Required Courses: EDUC 211A, EDUC 211B, EDUC 214A, EDUC 214B, EDUC 214C, EDUC 241B, EDUC 246K or EDUC 246L, EDUC 246I or EDUC 256, EDUC 255B Elective Courses - students must take at least one (1) course in each of the two elective areas:

Area I – Autism Spectrum Disorder and other Cognitive, Behavioral, Emotional Disabilities: EDUC 239, EDUC 246K, EDUC 246L, EDUC 246N, EDUC 254C, EDUC 255A Area II – Learning Disabilities: EDUC 246I, EDUC 246S, EDUC 256 Specialization Courses: A student will take a minimum of three (3) additional graduate level courses from GSOE or other academic departments in consultation with their faculty advisor. Professional Courses: EDUC 259, EDUC 302 Written Qualifying Examination Near completion of the second year of study or after 60 units of graduate level course work, students take the written qualifying examination. The student’s faculty advisor, in consultation with faculty associated with the student’s area of specialization, coordinates the construction of the written examination. Students must

• 1. Review critical literature in an assigned field

• 2. Demonstrate competence in research

methodologies, and

• 3. Demonstrate competence over content in

fields of specialization.

The faculty associated with the student’s area of specialization evaluate the written qualifying examination to determine the outcome. In the event students do not pass one or more sections, they will have one more opportunity to pass to continue in the program. Pre-proposal Following the successful completion of the written examination and before the oral qualifying examination, the Graduate Dean approves an oral qualifying committee nominated by the program. The committee consists of the student’s faculty advisor, three additional faculty members from the Graduate School of Education, and one faculty member from outside the school. In preparation for the oral qualifying examination, students develop a pre-proposal, setting forth the direction of their dissertation. Once the faculty advisor determines that the pre- proposal is ready for the oral examination, it is distributed to the oral qualifying committee. The committee uses the pre-proposal as a focus for examining the student, but the questioning may go beyond the pre-proposal. Students pass the oral qualifying examination when the committee is satisfied that 1) the pre-proposal, as well as the student’s grasp of the theoretical and empirical issues at its core, leads in a productive direction toward a competent dissertation, and 2) the student has demonstrated competence in areas covered by the written examination that are also addressed in the oral examination. Proposal Prior to commencing the dissertation research, students must have a dissertation pro roposal approved by the dissertation commmittee. Teaching Requirement EDUC 302 is taken for a minimum of one quarter. Units are determined by supervising course instructor. Foreign Language Requirement None

Dissertation Following the approval of the dissertation proposal, students will complete a dissertation and schedule an oral defense with the approval of the committee chair. The dissertation must be approved by the dissertation committee and submitted to the Graduate Division before the candidate is recommended for the degree.

Professional Development Requirement All students must enroll in EDUC 259.

Normative Time to Degree 15 quarters from admission to the Ph.D. program

The Graduate School of Education offers teaching credential programs, and a credential for school psychologists. These programs are accredited by the California Teaching Commission.

Admission to GSOE credential programs is based upon GPA and letters of recommendation from individuals knowledgeable about the candidate’s ability to succeed in professional study. Most programs also require an interview. Admission to the teaching credential programs also requires candidates to pass exams in basic skills and subject matter. Course prerequisites depend on the intended program. More information regarding the prerequisites is available on the Prepare to Teach flyer. Admission information and deadlines are available at education.ucr. edu. Contact GSOE at (951) 827-5225 or at creded@ucr.edu. Information can also be obtained at the GSOE Student Services Office, 1124 Sproul Hall. Education and Credential Programs / 240

Post baccalaureate Teaching Creden- tial Programs

The Graduate School of Education offers credential programs that result in teacher certification and do not require admission to a master degree program. The following programs are offered:

• • Multiple Subjects Generally for the

elementary setting. A bilingual emphasis in Spanish is available to qualified candidates who want to be authorized to deliver instruction in Spanish as well as English.

• • Single Subject Generally for the middle

school or high school setting. GSOE offers the following single subject areas: English, Languages Other than English, Mathematics, Sciences, and Social Science.

• • Education Specialist For those who want to

be special education teachers. GSOE offers the following specializations: Mild/Moderate and/or Moderate/Severe Disabilities.

All credential programs offer the option of student or intern teaching. The intern option requires candidates to have some teaching experience (ex: substitute teaching or instructional aides) and completion of pre- service requirements prior to admission.

Combined teacher credential programs with a Master of Education degree (M.Ed.) are described in the Master of Education section.